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THE GOOD UNIVERSITIES GUIDE
Published by The Chelsea Magazine Company Ltd, Jubilee House, 2 Jubilee Place, London SW3 3TQ Tel (020) 7349 3700 Fax (020) 7349 3701 Email editor@independentschoolparent.com EDITORIAL Editorial Director Maxine Briggs Editor Claudia Dudman Online Editor Jennifer Read-Dominguez Sub Editors Natalie Keeler, Laura Sutherland Editorial Assistant Annie Quinton Creative Director Chloë Collyer Senior Designer Natalie Dourado Freelance Designer Matt Bookman PUBLISHING Managing Director Paul Dobson Deputy Managing Director Steve Ross Chief Financial Officer Vicki Gavin Publishing Director Paul Rayner Director of Media James Dobson Production www.allpointsmedia.co.uk Printed in England by William Gibbons
It’s a good time to choose European studies
ADVERTISING Group Advertisment Sales Manager Freddy Halliday Senior Sales Executives Harriet Cottrell, Andrew Mackenzie, Henry Barton ISSN 2049-7024 Distributed by Seymour Distribution Ltd. 2 East Poultry Avenue, London, Ec1a 9pt | Tel: 020 7429 4000 Fax: 020 7429 4001 | Production All Points Media. Printed in England by William Gibbons ©The Chelsea Magazine Company Ltd 2018 All rights reserved DISTRIBUTION The Good Universities Guide is a directory of independent schools brought to you by the publishers of Independent School Parent, the magazine for parents of children in Prep and Senior independent schools. The Independent School Parent magazine in Prep and Senior issues is published termly. Parents can subscribe for a free issue at: independentschoolparent.com/register © The Chelsea Magazine Company Ltd 2019. All rights reserved. Text and pictures are copyright restricted and must not be reproduced without permission from the publisher. The information contained in The Good Universities Guide has been published in good faith and every effort has been made to ensure its accuracy. All liability for loss, negligence or damage caused by reliance on the information contained within this publication is hereby excluded. EDITORIAL ADVISORY BOARD David Moncrieff, Chairman Colin Bell, COBIS Andrew Fleck, Sedbergh School, Cumbria Alison Fleming, Newton Prep, Battersea Tory Gillingham, AMCIS Aileen Kane, Boarding Schools’ Association Rachel Kerr, Girls’ Schools Association Ian Mason, Independent Schools Council Sir Anthony Seldon, University of Buckingham Mark Stretton, HMC Julian Thomas, Wellington College Helen Wright, Educational consultant Ben Vessey, Canford School, Dorset Sue Woodroofe, The Grammar School at Leeds Peter Young, Marketing/Brand Consultant For website and subscriptions, please visit: independentschoolparent.com/register
COVER: ISTOCK
Welcome
This autumn, hundreds of school leavers will start their university lives without the millstone of student debt hanging round their necks. As degree apprentices, they will study fee-free while being paid a salary at some of the country’s top blue chip employers. Sue Highmore, Head of Careers at Trinity Croydon, and who regularly helps her students prepare for apprenticeship applications, explains how to apply and what timeline you’ll need to follow in Degree Apprenticeships on page 21. If you’re just beginning your university journey and are yet to decide what you are going to study, take a look at our Choosing A Course special, page 31, where you can learn more about what it takes to study engineering, journalism, nutritional sciences and European studies at a broad spectrum of unis across the country. Emily Manock, 17, a pupil at Bolton School Girls’ Division, writes about her successful application process to the University of Oxford to study German and French, in Getting Accepted on page 44. And for those of you who are tentatively thinking about what career you’d like to follow, in Facing The Future on page 61, Claire Reid-Warrilow of Undergraduate Recruitment UK has some top tips to help you find one that you’ll love. It’s always fascinating to see what those who have gone before you have achieved. And in My Uni, My Career on page 68, six former graduates talk about how they have made their degrees work for them in their chosen professions.
Bolton School, Greater Manchester
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CONTENTS
WHAT’S INSIDE? THE GOOD UNIVERSITIES GUIDE • SPRING 2019
Student finance
Studying for a degree can be expensive – tuition fees have to be paid and living costs need to be covered (including rent and utility bills). We speak to Student Finance England to find out how to apply for loans to finance your studies, student accommodation and personal needs. From page 48
Choosing a course
Every journey starts with a first step, and yours is to decide what you want to study and where! If you haven’t made your mind up, you’ll find course outlines on degrees such as European studies, nutritional sciences, engineering and journalism to help you select the path that fits your skills and interests. This will hopefully lead to your dream career. From page 31
UNIVERSITY TIMELINE… THE ROUTE TO HIGHER EDUCATION SUCCESS
Applying to uni
You have your shortlist, so now it’s time to start knocking on doors. If the prospect of writing your personal statement is daunting, read our tips and advice on how to wow the admissions tutors. We’ve also got some handy information on what to look out for on a university open day. From page 39
STEAM vs STEM Why a flexible educational approach is taking centre stage
11
In brief A roundup of the latest UK school news
16
University stats All the higher education numbers you need
19
Social conduct Paul Redmond on creating an online profile that stands out to prospective employers
21
Degree apprenticeships What you need to know when applying to ‘earn while you learn’
26
Open your mind Yolanda Saunders shares her tips on making the most out of your university visit
32
The future of Europe Now’s the time to choose European studies
33
The call of nature Wildlife and conservation could be for you
35
Constructed reality Build a solid career in civil engineering
36
Lead the press pack Get a degree in journalism
4
39
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The future’s bright Setting yourself a goal can lead to success
41
The write stuff
58
Personal statement tips
43
The social network
44
Getting accepted No ordinary city, no ordinary university
62
Money matters Student Finance England advises on how to apply for your university funding
50
Home sweet home
65
ISOTY awards What your school can gain by entering
56
How to budget at uni Improve your money skills by following Ruth Bushi’s helpful advice
A day in the life Insights into being a superyacht cadet and a communications apprentice
68
My uni, my career What star alumni are up to now
71
University memory lane Nadia Zayan remembers her time on the Christie’s Education master’s programme
Finding the ideal student pad
54
Find your career path Tips on transitioning from uni to work
Behind the scenes at Liverpool Hope
48
Facing the future How to choose a career that you love
What it took to get into Oxford
46
The social hub Why your student union is important
61
Career development in schools
Fuelling growth Nutritional sciences are a healthy choice
34
Your life as a student doesn’t just revolve around your course (though that part is still pretty important). From budgeting to imparting some handy tips to get you through the first year, we’re here to ensure you have all you need to get your university adventure off to a cracking start! From page 50
FROM BUDGETING TO IMPARTING SOME HANDY TIPS TO GET YOU THROUGH THE FIRST YEAR, we’re here to ensure you have all you need TO GET YOUR UNIVERSITY ADVENTURE OFF TO A CRACKING START!
CONTENTS 6
University life
UNIVERSITY LISTINGS
Find your perfect university or higher education college in our comprehensive UK listings.
74
Listings
Bourne to
succeed
Discover your degree of difference:
www.bournemouth.ac.uk/open-days
8982-02/19
Whoever you are and whatever you bring
9068
HIGHER EDUCATION The University of Newcastle
SCIENCE AND TECHNOLOGY ARE key
components of discovery, but you often need creativity TO SOLVE THE MOST
COMPLEX PROBLEMS BY ANSWERING THEM IN DIFFERENT WAYS
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HIGHER EDUCATION
STEAM vs STEM STEAM, which puts the arts into STEM, promotes a more flexible educational approach and recognises the skills inherent in the arts – primarily creativity – writes ELIZABETH IVENS
J
UST five years ago the Governmentbacked campaign for STEM leapt into the public consciousness with a vengeance when we were told our children’s future chances depended on them studying the subjects. Stark warnings abounded about the UK falling behind in the global marketplace. Science, technology, engineering and maths were the alleged key to international success. Schools were told that they must do more to promote STEM, and the arts were effectively devalued when the then-Education Secretary Nicky Morgan said the previous generation had got it wrong when they opted for the arts. Coupled with the introduction of the Government’s controversial eBacc, record
numbers of students shunned arts subjects. Senior figures in the arts world were outraged, with Nigel Carrington, vice-chancellor of the University of the Arts London, calling it an “absurd discrimination”.
A COMBINED APPROACH
LIBERAL ARTS
Many institutions have also launched or are considering launching combined honours degrees which may eventually change the face of degrees in the UK. At Royal Holloway, students can take a BA in liberal arts, a mixture of arts and science units, major/minor degrees in physics and maths with music or philosophy, or the more recently introduced BA/BSc in digital media culture and technology, which brings together computer science and media. Liberal arts degrees have become increasingly popular with other universities offering them including King’s College, London and the University of Bristol. At the University of East Anglia, where a liberal arts degree will begin in 2021, Clare Connors, Senior Lecturer for the School of Literature, Drama and Creative Writing, defended the study of arts and humanities and the many professions in the creative industries they open up to graduates but
s
But, amid the outcry, an innovation from the US was quietly slipping into the education sector to correct that imbalance: STEAM. Across the board, UK universities are embracing the concept, building comprehensive strategies around it as a future tenet of teaching and research. Projects incorporating science and the arts have sprung up at campuses around the UK. Universities have recognised that STEAM can promote a combined approach to learning which can result in Royal Holloway is working on multi-skilled graduates fully future STEAM project, proofed for the uncertainties of the StoryFutures job market. Professor Katie Normington, Deputy Principal of Royal Holloway at the University of London, explained: “Science and technology are key components of discovery, but you often need creativity to solve the most complex problems by answering them in different ways.” Major STEAM projects at Royal Holloway include StoryFutures, which brings together electronic engineering, computer science, psychologists with media and theatre researchers to discover the
next generation of story-telling. At the University of Sheffield, Director of Public Affairs Ruth Arnold also recognises the importance of a shift to STEAM, saying: “Policy makers reference the importance of STEM subjects but knowledge in these areas doesn’t exist in isolation. Human and social issues require something more; an understanding of what makes us human and how society responds to the forces which shape it. Awareness of this reality has led to a shift from STEM to STEAM, bringing creative thinking from the arts into education.”
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University of Newcastle now aims to establish joint degrees for an interdisciplinary education
NO PERSON IS ALL SCIENCE OR ALL ARTS AND NEITHER IS THE WORLD. There’s
At the University of Bradford, courses now aim to prepare to future proof students’ careers with science and art skills for a changing job market
said the university was renowned for its “interdisciplinarity”. It was this discipline that has led to the development of the new degree course which Clare Connors heralded as “giving the students the intellectual flexibility required by leading employers across multiple industries.”
CREATING NEW STRATEGIES
At the University of Bradford, STEM Programme Leader Janet Smith-Harrison points to the long-term benefits to graduates and employers of developing STEAM skills. She said: “We promote the concept that great ideas are manifested by a multi-skilled team of people. All skills and talents are needed, arts and science based. It’s important that students recognise the wide range of talents employers are looking for and in turn recognise and develop these in themselves. They’ll then present the types of skills employers in a wide range of sectors are looking for.” At the University of Newcastle, existing science and arts combinations will be formalised with a strategy which will include developing joint degrees programmes, a new departmental home and recruiting new Fellows to drive forward the changes.
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beauty in chemistry and science in dance. e arise the w r d int s e ifi subje ts, BUT NATURE AND LIFE DON’T BEHAVE ACCORDING TO OUR PROSPECTUS
Deputy Vice Chancellor, Professor Julie Sanders, says the university’s new vision and strategy is “majoring in interdisciplinary education and research in its new strategy”. Universities hope that combining and promoting the joint approach to sciences and the arts can only benefit their students. Professor Normington explained: “Major companies such as Google and IBM look to recruit from arts graduates as they offer insights that the data scientists aren’t accustomed to looking for and create better teams because of the range of skills.” Ruth Arnold highlights a collaboration between Sheffield’s School of English and medical students called Storying Sheffield. She explained: “The project works closely with the Sheffield Health and Social Care NHS Foundation Trust and medical students specialising in psychiatry, working with individuals who lived with serious challenges to generate stories of their lives and identities for their own purposes and to be used in training clinicians.”
DIGITAL MEETS CREATIVE
The joint approach has had a striking effect on the university with “an interdisciplinary approach to medicine at the heart of Sheffield’s Medical Humanities Centre, which brings together more than 100 colleagues from the Faculties of Medicine, Arts and Humanities, Social Sciences, and Engineering”. Ruth Arnold explained: “It describes its mission as ‘to locate, understand, and privilege what it is to be human’.” Professor Normington at Royal Holloway said she believed the new ways of working would continue, adding: “We’re in a world now where digital and creative must continuously blend and as a result, we need to create multiskilled graduates.” At Bradford, Janet Smith-Harrison agreed: “No person is all science or all arts and neither is the world. There’s Storying Sheffield beauty in chemistry brings together the and science in dance. School of English and medical students We polarise the world into specific subjects, but nature and life don’t behave according to our prospectus, whatever we offer!”
OPEN DAYS 2019 FRIDAY 21 JUNE SATURDAY 22 JUNE SATURDAY 21 SEPTEMBER SATURDAY 19 OCTOBER BOOK YOUR PLACE liverpool.ac.uk/openday +44 (0)151 794 5832
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SPORADES ISLANDS •
CORSICA
NEWS
IN BRIEF
STUDENT SUCCESSES • LANDMARK CELEBRATIONS • FUNDRAISING FEATS • NEW HEADTEACHERS Even at 46, KGS alumnus James Cracknell is seeking new physical challenges to conquer
An oar-some achievement PHOTOGRAPHY: ADAM DAVY/PA WIRE/PA IMAGES
Kingston Grammar School
James Cracknell attended KGS between 1984 and 1990, and it was during this time that he learned to row at Kingston Grammar School Boat Club (KGSBC). Cracknell continues to inspire generations with his determination and his latest feat is becoming the oldest rower, at the age of 46, to take part in the Oxford v. Cambridge boat race (representing Cambridge) and win. As well as winning Olympic gold medals in 2000 and 2004, and six gold
medals in the World Rowing Championships, he’s undertaken a number of gruelling challenges, many of them for charity, including 2008’s 1,400 miles, rowing, cycling and swimming adventure from London to Africa. He has also worked as a sports broadcaster and columnist, and was awarded an OBE in 2004. KGS Director of Rowing, Mr Ed Green, said: “We’re proud of our thriving rowing legacy and for James Cracknell, who attended KGS almost 30 years ago, to be selected to row for the Cambridge crew is a tribute to a quite remarkable athlete.”
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NEWS
BEST OF THE REST
• COMMUNITY CARD Ashville College, Harrogate
24 local businesses have signed up to Ashville’s new loyalty-card initiative, offering discounts to parents, pupils and staff to encourage the school community to shop locally.
• JOIE DE VIVRE
Framing society Benenden School, Kent
Pupil Saiesha Gupta, has won a prize in a prestigious national photography competition. The 16 year old won for Pashmina in the Better Environment category, taking home a prize of £150 at the Espacio Gallery ceremony in London. The fifth photographic competition organised by the Economic & Social Research Council (ESRC), its aim is to give young people aged between 14 and 18 the opportunity to explore issues that impact society.
• MAKING HISTORY Royal School, Surrey
Queen Colman
One giant leap for…
Cracking the code
Gresham’s, Norfolk
Tonbridge School, Kent
Abingdon School, Oxford
• A CUT ABOVE
From revising on Holkham beach to accepting an Oscar at this year’s ceremony, Olivia Colman found her passion for acting at the co-educational school. She says of her time there: “Gresham’s in many ways made me the person I am today. It was the first place I ever acted.”
The school’s Barton Science Centre hosted a Mission Discovery week, giving pupils the opportunity to work with renowned NASA astronauts. The mission was to create an experiment, with the Argonaut team’s winning one to be carried out on the International Space Station.
Sixth former James Hogge has come first in the GCHQsponsored National Cypher Challenge, winning £1,000. Run by Southampton University, this year’s codebreaking competition saw more than 8,000 people across the UK compete, both in teams and as individuals.
Millfield School, Somerset
independentschoolparent.com
Almost 60 pupils from the drama, dance and music departments came together to present the musical Sweeney Todd: The Demon Barber of Fleet Street, to friends, family and the local community at the Meyer Theatre.
PHOTOGRAPHY: ANTHONY BEHAR/SIPA USA/PA IMAGES
Pupils have elected a Head Girl Isabel Benson and a Head Boy Yuriy Kislyakov for the first time in the school’s history.
Olivia: Gresham’s finest export
12
According to The Times, French schools have been inspired by the UK’s public-school curriculum to introduce more sport, music and art, after a poll found France to be the world’s most pessimistic country.
From Sport to Bioveterinary Science, find the perfect degree for you at Bishop Burton College.
To find out more about the degrees available at Bishop Burton College, visit
www.bishopburton.ac.uk
NEWS
HEADS ON THE MOVE It’s all change for these schools
Alastair Land
is the new Headmaster of Harrow School.
James Dahl is appointed the High Master of Wellington College, Berkshire from
September.
Tyrone Howe
takes up the reins at
Hot topics
Harrogate Ladies’ College
The all-girls’ school has opened a new wellness centre which aims to promote mental wellbeing for its students. A celebratory launch day for the centre included talks from visiting speakers on topics including the importance of sleep, exam anxiety as well as the chance to join in with activities including mindfulness yoga and mindfulness sewing.
Shiplake College
Simon Callow unveils the new-look Rogers Theatre
in Henley-onThames in the autumn.
Sue Baillie is
the new Head of Queen Margaret’s York.
Mark Semmence
is the new Head of Repton School, Derbyshire.
All the world’s a stage
A job well done
Malvern College, Worcestershire
Warwick and King’s High School
Much-loved actor and writer Simon Callow has relaunched the College’s iconic Rogers Theatre after a major refurbishment. The theatre, originally a boxing stadium in Edwardian times, has been rebuilt and extended to include a substantial glass foyer, creating a versatile space for small-scale performances, exhibitions, rehearsals and exams.
From accountancy to veterinary science, almost all careers were covered at the biennial Higher Education and Careers Fair hosted by both schools. Attended by several hundred students, it featured more than 40 universities from the UK. Additionally, there was a wide range of employers attending, ranging from the British Army to Jaguar Land Rover.
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UNIVERSITIES
UNIVERSITY STATS If you’re thinking of going on to Higher Education, you’ll no doubt apply through The Universities and Colleges Applications Service – otherwise known as ere are the facts ou need to ha e at our fingertips
The total number of applicants for courses starting this September are 561,420, almost 2,500 more than last year and the first increase in three years. Total UK applicants is 453,840. This is a fall of less than 1% , against a backdrop of almost 2% in the UK’s 18-year-old population. The number of EU Applicants is up 1% to 43,890. The number of Non-EU applicants is up 9% to 63,690. In England, a record 38.8% of the 18-year-old population have applied. In Northern Ireland, it’s 46.8%. In Scotland, it’s 32.5%. In Wales, the application rate is 32.2%. A record 23.2% of young people classified as living in the most disadvantaged areas of the UK have applied.
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STATISTICAL DATA SOURCE: UCAS (THE UNIVERSITIES AND COLLEGES APPLICATION SERVICE).
More than half a million people have applied to start a Higher Education course in the UK this year
Business Class Global leaders start here Accounting and Finance | Business | Economics | Entrepreneurship Human Resources | Management | Management Science | Marketing
#3
in the UK for graduate outcomes The Times & Sunday Times Good University Guide 2019
lancaster.ac.uk/lums #lovelums
ADVERTORIAL
A dynamic education Enjoy an enhanced learning experience at New College Durham
The college boasts an impressive student support services and academic tutors
N
ew College Durham prides itself on excellence in education, delivering a diverse and dynamic curriculum in an inspirational environment. With more than 90 years’ experience, it’s rated in the top 10 per cent for student satisfaction and has achieved silver standard in the Teaching Excellence Framework. It offers an excellent portfolio of more than 50 university-level programmes, including foundation degrees, honours degrees, higher apprenticeships and professional qualifications in a range of subjects. All of its qualifications are validated by official awarding bodies and face the same rigorous checks and audits as all universities. Many programmes are available on full or part-time bases, with flexible options to fit around work or family commitments. As well as getting a great qualification, there are a number of additional benefits to studying there. Its reasonable tuition fees mean less student debt, more affordable education and better value for money. Learning is delivered in informal classroom settings, creating a more productive environment and allowing greater collaboration between students. Great teaching and learning facilities make the college a fantastic place to study. Teaching takes place in the dedicated Higher Education Centre, a learning space specifically for students on Higher Education programmes. The college has all of the resources needed to support learning, including a well-stocked
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LEARNING IS DELIVERED IN INFORMAL CLASSROOM SETTINGS,
creating a more productive environment
AND ALLOWING GREATER COLLABORATION BETWEEN STUDENTS academic library and an e-Learning Centre with more than 250 computers. These sit alongside experience-enhancing amenities, such as a students’ union, gym, Costa, Starbucks and free on-site parking. To give students the best chance of achieving their potential, the college has an impressive network of student support services. Academic support tutors are available to help improve research, writing and presentation skills. Its effective employer engagement programme ensures that graduates leave with a range of employability skills, so it’s no surprise that 94 per cent of New College graduates progress to employment or further study. www.newcollegedurham.ac.uk.
COMMENT
SOCIAL CONDUCT How do you make your online profile stand out to prospective employers? PAUL REDMOND gives his advice on making social media work for you Develop an online account that promotes your talents
I PHOTOGRAPHY: SHUTTERSTOCK
Dr Paul Redmond is Director of Student Experience and Enhancement at the University of Liverpool
n the early 1990s there was a popular TV show called Cheers. Set in a downtown Boston bar, the plot centred on a group of locals who came together to socialise. As the show progressed we got to know the characters and their personalities. Its theme tune encapsulated the idea of the programme: Where everybody knows your name – a song about how we’re all seeking that one place where we feel at home; a place where we’re known for who we are. Which is why Cheers wouldn’t work today. In 2019 you don’t need to hang out in a bar for everybody to know your name. All you need is a digital device and a social media account. Fame and infamy can be yours for just 140 characters. The average Briton now has 500 social media ‘friends.’ As our social media networks expand and we’re known by more people in more places than ever before, meaning that for the first time in human history each of us has the potential to become what our ancestors would have considered to be famous. But as every ex-soap star knows, fame comes with a price. That price is anonymity. Like paradise, once lost, anonymity can never be reinstated. Having everyone know everything about you – likes, dislikes, holiday choices, indiscretions – may be fine in a social context; but when it comes to other parts of life – for example, getting a job etc. – social media needs to be approached with levels of caution usually reserved for when encountering dangerous animals.
When hiring new staff, 70 per cent of employers check candidates out on social media first. A third even employ specialist staff to trawl applicants’ profiles. They use it to verify everything, from academic qualifications to employment history. More than half of employers admit to having rejected applicants due to inappropriate social media. It’s not difficult to appreciate why employers have taken to social media like a Kardashian to a photo opportunity. Online, people have a habit of being relentlessly candid, but it doesn’t have to be this way. Developing an effective social media profile which showcases your talents, skills, values and experiences can boost your chances of getting hired. Below are five tips to help you turn social media into your own PR agency:
Don’t post anything you wouldn’t want to see on a newspaper A simple rule, but true all the same.
Choose your platform
LinkedIn is still an employers’ platform of choice. Develop a high quality LinkedIn profile that’s professional and up to date. And choose your profile photo carefully.
Curate your online ‘brand’
Put time aside to assemble your own online profile: what does your online ‘brand’ say about you? What changes do you need to make, what content do you need to lose or add?
Grammar matters Come on!
Promote yourself!
Make sure you’re using it to showcase everything about you that’s brilliant – skills, experiences, qualities and previous work.
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Ranked No 2 in the UK for Teaching Quality* Choose discussion. Choose debate. Choose community.
Choose Marjon * The Times and The Sunday Times Good University Guide 2019 Rankings published 23 September 2018. Oxford and Cambridge excluded due to low response rates. Based on National Student Survey 2018.
marjon.ac.uk Plymouth Marjon University is a trading name of the University of St Mark & St John
FOCUS
DEGREE APPRENTICESHIPS SUE HIGHMORE, Head of Careers at Trinity School, Croydon, explains what’s involved in applying for a degree apprenticeship independentschoolparent.com
21
FOCUS
A
s Head of Careers, I have had the privilege of helping increasing numbers of students prepare for apprenticeship applications and I find it hugely rewarding, irrespective of whether they’re ultimately successful. Participating in the challenging selection process alone sees them develop their skill set and maturity, and they go on to tackle other challenges at school in a more confident way. The best time to start thinking about whether a degree apprenticeship is right for you is in the spring term of Lower Sixth. At Trinity we explain, both to students and parents, how an apprenticeship works, which industries offer them, what qualifications the candidate can gain, the benefits (in addition to getting a salary and avoiding student debt) and the potential drawbacks. Pupils should carefully consider whether they feel ready to enter the working world in 18 months’ time. This isn’t just about having the necessary exam grades to meet the entry criteria; do they also have the relevant workready skills?
Take the initiative
Employers look for teamwork and good communication skills, but all pupils can find something to say on this. It’s the more unusual skills: commitment, energy, hunger to absorb new information quickly, a desire to understand a business and its customers, and the ability to interact in a mature manner with other adults, that really single out a successful candidate. A Lower Sixth Form student may not be able to already evidence these, so by starting their apprenticeship journey early, they still have Sue finds advising students on their degree apprenticeship applications very rewarding
PUPILS SHOULD CAREFULLY CONSIDER WHETHER THEY FEEL ready
to enter the working world in 18 months’ time. THIS ISN’T JUST ABOUT HAVING THE NECESSARY EXAM GRADES
time to develop their portfolio, take on new responsibilities, get a part-time job or start a volunteering role. For an apprenticeship, it’s these work-related activities that are needed more than evidence of extra academic input, such as attending lectures or entering essay prizes. Candidates who are twin-tracking a UCAS application with a search for an apprenticeship will need to do both types of co-curricular activity, along with their studies, so it’s worth bearing this in mind. Unlike UCAS applications, searching for a suitable degree apprenticeship is very likely to carry on throughout Upper Sixth; companies can advertise their apprenticeships at any point in the year, may not offer them every
FOCUS CASE STUDY: 1
THE DEGREE APPRENTICE
GEORGE RAILTON, 19, recently started his degree apprenticeship with Commerzbank
“
I’ve always wanted to work in finance and when I saw the opportunity at Commerzbank I realised I could do something I enjoy while studying for a degree and not getting into debt. I’m proactive and wanted to take on a role where I could make a difference and learn invaluable work skills, so it was a perfect fit.” George began working at Commerzbank in September 2018. The degree apprenticeship is partnered with the European College of Business Management (ECBM) and is sponsored by the University of South Wales. The apprenticeship involves working during the day, “At work, I’m fully immersed in the role and get involved in all aspects of the business,” George says, “so you experience so much.” George also has five days
of studying each month where he’s given an assignment to complete, usually comprising a 3,000-word essay and presentation. He spends two or three days at the start and end of the month at ECBM, with the rest of the time spent at work. “It’s very intense because we have less lecture time to study than I would if I was at university, so I revise at home and do self-directed learning. I usually fit this in after work and at weekends.” Working and studying at the same time has brought challenges: “It can be stressful and juggling that amount of work can be difficult,” George says, “but after three and a half years on the course, I’m going to get an investment banking qualification, a HND in accounting and finance and a degree in business management, so it’s definitely worth it. I’m gaining so much knowledge and experience.” And George does fit in a social life: “I enjoy spending time with family and friends, and still get to the gym.”
year and unlike UCAS, there’s no central clearing house. There are many apprenticeship websites, but none are entirely comprehensive and, of course, employers advertise their opportunities on their own sites. Websites I’ve found helpful, apart from gov.uk, are published by Target Careers, Not Going to Uni and Rate My Apprenticeship. When searching for a degree apprenticeship, students need to find a reliable way to screen opportunities and pursue the ones relevant and exciting to them.
Do the research
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Once a student finds a promising opening, there’s a lot of research to be done. Firstly, they must check they’ll meet the entry criteria and that the apprenticeship will give them the right qualifications. These might be industry recognised e.g. for accounting, insurance or HR; a degree from a university that partners
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APPRENTICESHIPS ARE DEFINITELY THE RIGHT CHOICE for some pupils,
particularly those who are eager for the challenges of the adult world, QUICK
Students who are interested in a degree apprenticeship should signal their interest to teachers early
ON THE UPTAKE AND PERSONABLE with the employer; or both. This is a very personal decision. Some students are totally convinced which industry they want to work in. For them, industry qualifications will often be enough, as employers recruiting qualified (rather than entry level) staff tend to look for candidates with experience and the relevant industry qualification, rather than a degree. However, if the candidate is equivocal, and their other long-term target careers might be limited to degree entry, then a degree badge to the apprenticeship is useful. It’s worth remembering that the universities which specialise in supporting part-time students, such as apprentices, are often not those who appear on the typical list of target universities for full-time courses.
Invest the time
The number of degree apprenticeships on offer is increasing, as are the industries in which they’re offered. However, lots of candidates are looking at them as an alternative to university,
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so even good candidates may not be successful. Students must be prepared for disappointment, and blessed with resilience to carry on with other applications regardless. They should be prepared for the likelihood that, in March of Upper Sixth, when many of their friends have already chosen their firm and insurance university choices, an apprenticeship applicant will still be in the thick of applications, as well as the final revision run up to A-Level exams. If they’re committed to going into work, encourage them to look at non-degree apprenticeships as employers may offer the chance, after completing that apprenticeship, to study for a degree part time while in work. As an adviser you may find yourself providing as much moral support as help with competency questions, CVs, mock interview practice, assessment centre question practice and research into target companies to provide
raw material for business awareness. This requires significant investment of time. Apprenticeships are definitely the right choice for some pupils, particularly those who are eager for the challenges of the adult world, quick on the uptake and personable. It’s a long road – endless forms, on line tests, assessment days, interviews – and the adviser is an important partner on the journey. If students are interested in taking a degree apprenticeship course, they should signal their interest early to their tutor, Head of Year or Head of Careers, so that they can work together to position the student in the best place to make a successful application.
Creating Creating future future leaders leaders WhiteHat delivers career-focused apprenticeships at WhiteHat delivers career-focused apprenticeships at some of the world’s most exciting companies. Skip some of the world’s most exciting companies. Skip the middleman, start earning and learning today. the middleman, start earning and learning today.
whitehat.org.uk/apprentices whitehat.org.uk/apprentices
hello@whitehat.org.uk hello@whitehat.org.uk 020 3884 1067 020 3884 1067
OPEN DAYS
Open your mind
How can you make the most of a university open day? YOLANDA SAUNDERS Head of Sixth Form at St James’s Senior Girls’ School, London shares her top tips
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s the Higher Education sector faces mounting pressures to provide value for money, it’s often now assumed that universities will provide its students with much more than just a degree. Most prospectuses present institutions as being the “leaders” in academic research, student satisfaction, graduate employability and contact hours, and with so many to choose from, how can you possibly be expected to make an informed choice? Visiting a university in the flesh is the only way you can truly get a feel for the place and ensures you won’t get any nasty surprises when you start your course. It’s the best way to get a real taste of campus life. Don’t be misled by the statistics – there’s no such thing as the best university, only the best fit for you. Furthermore, an open day is a great way to find out more about the variety of courses on offer. You can’t possibly visit every single university, so here’s a beginner’s guide as to how to get the most out of an open day:
BEFORE THE VISIT
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Download a campus map, and a city map so you can get the full experience
you can easily find your way around without wasting time, and it’s worth having a map of the city to hand, too! Consider asking any students you might meet on an open day about their experience of being an undergraduate. Prepare a list of questions and tick them off as you collate answers throughout the day. Ensure you ask about all the aspects of university life: the course; its structure and method of assessment; the application and selection process; student accommodation; facilities; the student experience; finance; and of course, future employability. Determine your own criteria – you need to find out about the things that matter to you. For example, you may want to live near the sports hall or river if you’re a rower. You may also be interested in the lab and science facilities, what percentage of the course is assessed by coursework, or even the price of a pint!
DURING THE VISIT
Make notes! After a few visits, you might find that the conversations and experiences you’ve had merge, and you start to forget important things unless you jot them down. Note which accommodation you like, too, to make the choice easier. If being at university is going
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Start by making a shortlist. Conduct some online research using the UCAS search tool or another university-course search tool and
decide on a few universities that you’d like to visit. If you already know what you want to study, check that they offer that course, and if the open day’s on a weekday, consider if it is worth missing a day of Sixth Form or college. As a general guide, try not to miss more than three school days when visiting universities. If the campus is far away from where you live, you can save money, time and energy by taking the train instead. Plan your day, booking any sessions that you think will be relevant, and noting down any talks you would like to attend. Download a campus map, so
OPEN DAYS
VISITING A UNIVERSITY IN THE FLESH IS the only way you can truly get a feel
for the place, and ensures you won’t get any nasty surprises WHEN YOU START
YOUR COURSE. IT’S THE BEST WAY TO GET A REAL TASTE OF CAMPUS LIFE
Make sure to write down any important information that you’re liable to forget when you get home
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Considering a career in healthcare? Osteopaths work with patients to help them manage and recover from a range of conditions and injuries, and to enhance their general health and well-being. Start your journey towards a flexible, rewarding career in a recognised allied health profession with the UCO, the UK’s leading provider of osteopathic education for over 100 years. Our students benefit from: • flexible modes of study and career options • 97% in employment within six months of graduating* • £45,000 average income for established osteopaths, with 11 per cent earning in excess of £100K.** * Destination of Leavers from Higher Education 2017 ** Institute of Osteopathy census 2017
www.uco.ac.uk/osteo New Nutrition & Dietetics course coming soon! Key features: • Study progressive and integrated Nutrition & Dietetics • Gain a deep, scientific & evidence-based approach to human health and nutrition • Gain extensive clinical experience via weekly contact with patients, starting in Term 1 • Enrol onto the only dietetics course in the UK with its own, on-site nutrition and dietetics clinic • Be part of an innovative, forward thinking and passionate faculty and student body • Apply to become a HCPC registered Dietitian (subject to HCPC approval).
www.uco.ac.uk/newcourse
OPEN DAYS
GO ALONG TO APPLICATION SESSIONS AND FIND OUT THE FACULTY’S SELECTION CRITERIA; its i n nfirmati n de erra and inter iews AND WHAT WORK EXPERIENCE THEY’RE LOOKING FOR
Get acquainted with the campus and try to imagine studying there
Compare notes with other pupils in your year group afterwards
to be your first time living away from home, try to imagine living in the different types of accommodation there are on offer. What are the halls of accommodation like? You’ll find out that most students live in halls of residence for their first year. Attend subject-taster sessions, especially if you’re not sure which subject to study. The course itself must be the most important factor. And as an extra tip, avoid the shuttle bus on the day, as the queues can be horrendous! Go along to application sessions and find out the faculty’s selection criteria; its policy on confirmation, deferral and interviews; and what work experience they’re looking for. You could even show the admissions tutor a draft of your personal statement and ask for some direct feedback. You should also seek out student finance sessions and learn about the university’s policy on financing a year abroad or in industry; the cost of living; bursaries or
Find out what the best and worst thing is about living and studying there, and get a feel for the student population of the town. And as much as they love you, try to avoid letting mum or dad take over – it’s you who’s going to university, not them, so you should be asking most of the questions!
AFTER THE VISIT
part-time jobs available. Take a guided tour of the student accommodation, bearing in mind that you’ll be shown the best places on offer, so ask plenty of questions. Take some time to visualise yourself studying in the building. Visit the town centre, too, so that you can check out the local eateries, shops and nightlife.
Note down what you liked about the university and compare it to the others you have seen. You could even share your experiences and findings with other pupils in your year group to maximise the benefits of your visit. And as a further top tip, make sure you prioritise your course over the university. It doesn’t matter how prestigious the university is, if you don’t enjoy your course, then chances are you’ll drop out or fail to maximise your potential while studying there. It’s your choice – make the best of it! independentschoolparent.com
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PICTURE YOURSELF AT C H I C H E S T E R OUR SUBJECT AREAS • Accounting and Finance • Acting • Business Studies • Charity Development • Childhood Studies • Computing • Counselling • Dance • Education • Engineering • English and Creative Writing • Event Management
• Games Design • Film Production • Fine Art • History • Human Resource Management • Law • Marketing • Mathematics • Media • Music • Musical Theatre • Outdoor Education
• Philosophy and Ethics • Physics • Politics • Product Design • Psychology • Social Work and Social Care • Sport • Teaching • Theatre • Theology and Religious Studies
VISIT US Come and be part of our community-focused university where you matter to us as an individual. chi.ac.uk/gooduniguide
#chiuni
COURSES
CHOOSING A COURSE AT ST In 2017,
Expert advice on a broad spectrum of degrees, covering everything from engineering to European studies
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electing a course is the biggest decision you’ll make when starting your university journey, so it’s essential to do as much research as possible. The UCAS website (ucas. com) is a good place to begin and has loads of advice to hand. If you know what you want to do as a career, make sure you know what subjects you’ll need to pursue it. If not, keep an open mind but always have an eye on what type of job your course will lead to. s
*THIS STATISTIC IS TAKEN FROM THE DEPARTMENT FOR EDUCATION’S GRADUATE LABOUR MARKET STATISTICS 2017. PHOTOGRAPHY: ISTOCK
IVERSITY UN
nearly two-thirds of graduates were in high-skill employment, compared to a quarter of non-grads*
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COURSES EUROPEAN STUDIES - UNIVERSITY OF ESSEX
THE FUTURE OF EUROPE With the EU at the forefront of everyone’s minds right now, there has never been a more relevant time to choose European studies
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witch on the news, or pick up any national newspaper, and you’ll be sure to come across an item on Europe. The study of Europe is vital for the ongoing geo-political discussion of a future that effects every single European citizen. Yet, few of us truly understand the complexity of modern Europe. Through a degree in European studies, you can acquire the knowledge, skills and experience to make an active contribution to one of the most important political and cultural processes of the century. Here’s what European Studies at Essex has to offer:
European studies is an ongoing geo-political discussion across many different contexts
A view from all angles
European studies examines the continent in economic, legal, historical and sociological contexts. The course also focuses on the artists, writers, musicians and film-makers that have played a part in its rich culture. European studies creates sought-after and well-rounded graduates. With a mix of modules such as international relations, EU law, history, art, globalisation, crime, mass media, economics and business, you can tailor a degree to suit your interests and develop a broad range of skills to take forth into your future career.
A multicultural experience
Studying abroad is another feature that makes a degree in European studies truly captivating. A year abroad will introduce you to new cultures and languages, broaden
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international relations, EU law, history, art, globalisation, crime, mass media, economics and business, YOU CAN TAILOR A DEGREE
TO SUIT YOUR INTERESTS
your degree socially and academically, and demonstrate maturity and adaptability to future employers. You can spend a year or a term studying at a European partner university of your choice. Before choosing where to apply for your European studies course, consider the university’s reputation in your chosen subjects. Does it share your passion? Is it making real change? A European studies degree can help improve the wider world; just look at Professor Holly Sutherland The course offers the who leads a team of opportunity to travel and researchers at Essex, in learn a new language collaboration with EU experts. Sutherland created EUROMOD,
The University of Essex houses students from more than 140 countries, with over a third of from outside the UK. But European studies is an education that extends beyond the university campus. In addition to being taught by a team of international experts, you’ll also be given the opportunity to fully immerse yourself in European culture, by studying one or more European languages for free.
Studying in Europe
WITH A MIX OF MODULES SUCH AS
a tool which allows you to see the impact of policies before you put them into place. This research went global and is still being used today. In fact, 2017 saw the beginning of the transfer of EUROMOD from the University of Essex to the European Commission.
A bright future
Whatever career path you choose to take, in today’s climate, the future of Europe will no doubt play a role. Whether your passion is humanities and the arts, or you consider yourself more of a social scientist, a degree in European studies equips you with the academic breadth to successfully enter into the modern European workplace. www.essex.ac.uk
COURSES NUTRITIONAL SCIENCES - UNIVERSITY OF SURREY
FUELLING GROWTH
If you’re curious about the science of food, health and diet as a treatment of disease, studying this fascinating field could lead to a bright future
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ood science, nutrition and dietetics at Surrey places you at the centre of one of the largest Nutritional Science departments in the UK, with a 50-year history of teaching, research and professional training. In 2017, Surrey was awarded the prestigious Queen’s Anniversary Prize for its teaching and research in food and nutrition. When studying there, you’ll be taught by internationally recognised scientists and have the opportunity to get involved with cutting-edge research.
Research-active teaching staff
The Department of Nutritional Sciences is made up of world-leading researchers. All of the teaching staff are research active, clinically active or both, meaning students benefit from the up-to-date expertise they bring to the course and are often inspired by their lecturers’ passion. The staff regularly advise
MANY GRADUATES GO IMMEDIATELY INTO THE JOB MARKET, TAKING jobs that
often follow naturally from a successful
PROFESSIONAL TRAINING PLACEMENT world-renowned organisations such as the Scientific Advisory Committee on Nutrition (SACN), the National Institute for Health and Care Excellence (NICE), the Institute of Food Science Technology (IFTS) and the Nutrition Society, influencing the professions.
Professional placements
To complement your academic experience, Surrey’s professional training placements offer
an opportunity to gain experience and insight into a job role relevant to the industry. As a student on the BSc Nutrition and Dietetics programme, you’ll undertake three placements within the NHS in acute hospital and community settings. Your placements begin in your first year, and are fully integrated with your teaching, allowing you to gain practical experience that enhances your learning. Similarly, on the BSc Food Science and Nutrition and BSc Nutrition programmes you’ll be able to undertake a placement in the UK or overseas. Great emphasis is placed on organising successful research-based placements, so you can enhance your practical research abilities and improve your skills.
Innovative learning environment Evidence-based practical work forms an
The all-new Innovation for Health Learning laboratory helps students develop analytical skills
integral part of Surrey’s food science, nutrition and dietetics courses. They’re designed to develop the practical skills and laboratory experience necessary for a research career, and are highly valued by a wide range of employers. At Surrey, you’ll benefit from well-equipped teaching laboratories and be given the chance to learn using state-of-the-art specialist equipment and simulation suites. You’ll also develop your analytical and research skills, a commitment to which is exemplified by the university’s investment in a new £12.5m Innovation for Health Learning Laboratory which opened in 2017.
Strong graduate prospects
Food, nutrition and dietetics graduates have attractive prospects in the food industry and health service, as well as in research, education and the media. Most of Surrey’s nutrition and dietetics graduates start their careers working for the NHS, either in clinical dietetics or health promotion. www.surrey.ac.uk
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COURSES WILDLIFE AND CONSERVATION – EASTON & OTLEY UNIVERSITY
THE CALL OF NATURE
If you want to influence people, policy and practice or develop and secure a sustainable future, studying Wildlife and Conservation could be for you
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ith our changing global environment, it’s never been more important that the country has well qualified, able and inspirational employees to fill high-level roles in our reserves, wildlife trusts, governments and policy making. The ever-developing opportunities for graduates in this field are exciting and global reaching. Set in the beautiful Norfolk countryside with amazing beaches, nature reserves and rural history, while still being close to the historic city of Norwich and its vibrant UEA campus, the Easton campus provides a Higher Education experience with a difference. It focuses on providing a range of land-based and specialist subjects with strong links to employability and ensuring you’re work-ready when you graduate. So what can you expect if you’re studying Wildlife and Conservation?
The programme should reflect current underpinning principles of ecology, conservation and develop your knowledge of the UK’s and wider world’s biodiversity. It should develop your understanding of how countries approach issues of conservation including wider politics, policy and spending. Your selected programme should also offer you the ability to get outside and engage in real-time conservation. Employers expect a graduate that can get their hands dirty, create new habitats and analyse the effects on populations later too. Remember the area and campus are a place you’ll live, eat and breathe for several years so it needs to be a place you feel at home and at Easton and Otley we find students wish to remain in the area and pursue careers locally. The facilities and location will be important to you in your wildlife and conservation studies to provide a range of habitats and species for
THE PROGRAMME SHOULD REFLECT CURRENT UNDERPINNING principles of
ecology, conservation and develop your knowledge OF THE UK’S AND WIDER WORLD’S BIODIVERSITY
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your breadth of knowledge. The East Anglian region benefits from such diverse areas and our 220-hectare campus itself provides a private reserve, woodland, farmland and ponds and river to enhance your learning experience. Consider the non-traditional university campus; it has many draws for the countryside crusader! Think about how your programme will support those less tangible skills, such as speaking to audiences, communicating the science and data, exciting people about their environment. In conservation and wildlife careers, the ability to engage with, lead and motivate volunteers – who make up a large part of the workforce for trust and reserves – is key...how do your studies help you here? Conservations traditionally hold higher-level qualifications (30+ per cent first degrees, 60 per cent postgraduate or doctorate) depending a little on their career path, but part of your degree should also be about building links and networks that will propel you success. Think about the organisation your programme has links to and the opportunities on offer. Our students in Norfolk link with the Norfolk Wildlife Trust, have the chance to undertake internships with wildlife organisations, such as the Hawk and Owl Trust and benefit from links to ZSEA (Zoological Society of East Anglia) and regional RSPB groups. www.eastonotley.ac.uk
COURSES ENGINEERING – EDINBURGH NAPIER UNIVERSITY
CONSTRUCTED REALITY
H
Interested in building remarkable skyscrapers and bridges? Then a degree in civil engineering could be for you
ave you ever wondered who conceives and constructs skyscrapers, dams, roads and bridges? Well, it’s the expertise of qualified civil engineers lies behind the planning and production of the everyday structures that shape our lives.
The new Queensferry Crossing is just one example of what civil engineers can do
Remarkable designs
Take the world’s longest three-tower cablestayed bridge, the Queensferry Crossing in Edinburgh, which opened to the public 18 months ago. As with any large project, building the bridge came with its own challenges, not least the infamous Scottish weather. The likelihood of high winds meant that it needed to be resilient, sustainable and durable. Project Manager Mark Glover had to ensure that the outside of the bridge had a continuous structure that required minimal maintenance. The result is a remarkable design. The bridge’s cables are singular, so they can be replaced easily without impacting the bridge’s stability. This will allow the Queensferry Crossing to remain open while any future repairs are carried out, keeping the 24m vehicles that cross the bridge each year moving.
Like problem solving?
If you’re interested in solving problems like this, a degree in civil engineering is the first step. If you’re creative, have a technical mind and love finding solutions to tricky challenges, a degree will prepare you to take Edinburgh Napier’s labs have a wide range of relevant equipment
IF YOU’RE CREATIVE, HAVE A TECHNICAL MIND AND e findin s uti ns t tri ha en es, A DEGREE WILL PREPARE YOU TO TAKE ON A CHALLENGING CAREER IN ENGINEERING on an interesting and challenging career in engineering. For civil engineering, you’ll also need maths and design skills, along with the ability to communicate well. At Edinburgh Napier you can choose from a wide range of engineering courses, including mechanical, civil & transport, energy & environmental and electronic & electrical engineering. Whichever course you choose, you’ll be based in a city-centre campus supported with specialist guidance and facilities.
Excellent facilities
Edinburgh Napier’s laboratories have a wide range of equipment, allowing you to gain experience specific to your chosen field. For example, a Robotics and Automated Manufacturing lab, which contains a Flexible Manufacturing System (FMS), a small fullyautomated factory that can be used to develop
your own automated production line. It also has several specialist labs for fibre optics, electrical machines, electronics, polymer engineering and energy systems. The university’s students and academics help to develop new technology that creates jobs, improves the way we live and provides support for the economy. It has strong industry links and works closely with professionals who give regular guest lectures on live engineering projects, so you’ll keep up to date with what industry requires while you study, and be ready to hit the ground running when you graduate.
Your future career
As an engineering graduate, you’ll be in high demand for positions all over the world. The average starting salary for graduates is £23,500, climbing to £30,000 within the following five years. So what are you waiting for? napier.ac.uk/engineering2019
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COURSES JOURNALISM – PLYMOUTH MARJON UNIVERSITY
LEAD THE PRESS PACK
Want to be the first to break stories in print, digital or online using a multimedia skillset? A degree in journalism could be just what you need
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ournalism is changing. Traditional news coverage is being washed away by a new era of innovative, creative content production, shaking up an industry which has a huge impact on society. With all this in mind, you need to know what to look out for on a potential course. So read on for some essential tips. Contacts, contacts and contacts. They’re the journalist’s toolbox and it’s no different when you’re looking at where to study. You need a programme with strong links to industry; where lecturers are active in the profession and understand the importance of changing with the media landscape rather than fighting against it. From 2019, Plymouth Marjon’s journalism programmes will be based at the BBC’s regional headquarters in Plymouth,
Plymouth Marjon journalism students have access to the latest tech and facilities
YOU NEED A PROGRAMME WITH strong links
to industry; where lecturers are active in the profession and understand THE IMPORTANCE
OF CHANGING WITH THE MEDIA LANDSCAPE giving students unprecedented access to professional journalists working in radio, online and television. Students also receive lectures from current media professionals from around the country and enjoy access to work placements from across the media spectrum. When studying for a degree in the media, it’s important to get access to a course where you can learn by doing. Genuine practical experience is what will impress future employers and having a strong portfolio when going for an interview will put you in the driving seat for future employment. Marjon’s journalism programmes offer a hands-on experience for students; where everyone’s encouraged to go out into the world and gain knowledge doing what they want to do. Whether it’s written, audio or video; it’s important to find a course on which you can hone skills in the area that interests you most. It’s all well and good gaining experience
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in the industry, but it counts for nothing if you don’t have access to the latest tech and facilities. It’s important to be able to show potential employers that you’re up-to-date with new cameras, techniques and industry norms, so you’ll need a course that provides active experience which enables you to become the media professional you want to be. Students at Marjon have access to iMacs, iPads, professional cameras and lenses, recording equipment and editing suites all loaded with the latest industry-standard software; ensuring graduates leave ready for a job in the industry. University is a great opportunity to develop your skills, but when studying a practical degree like journalism you need personalised feedback in order to hone your abilities. Lots of contact time with lecturers is a must so that you know areas you can improve on before you complete your degree. With personal development tutors, Marjon offers a
personalised journey, which is at its best when students are engaged with lecturers who take a genuine interest in your career progression. Plymouth Marjon is a great place to kickstart your career in the media and has a long history of creating dynamic, multi-skilled professionals that make an impact in the industry, both regionally and nationally. marjon.ac.uk
MORE THAN A DEGREE A CAREER MAKER A Glion education is truly transformative. Combining hands-on learning with industry internships, our Bachelor’s and Master’s programs will prepare you for an exciting career in a constantly evolving, always exciting industry. We are the world’s No.1 for employer reputation* in hospitality management. Study on our campuses in Switzerland and London. *QS Ranking 2018
98% of job-seeking students have one or more employment opportunities on graduation day
CS1016_GL_GLOBALED_Guide_Ad_v02.indd 1
For more information: Claire Reid-Warrilow E. claire.reidwarrilow@sommet-education.com M. +44 (0) 743 664 2913
08/02/2019 12:33
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ADVERTORIAL
Make the most of it Follow the University of Westminster’s top tips for your open day
Take the opportunity to speak to the university’s lecturers, students and staff
Plan your day
Bring someone with you. It sometimes helps to have another pair of eyes and ears taking in the experience and to compare impressions with. Take notes and photos if that helps. Have a think about the questions you want to ask before you arrive and write them down. Westminster has four London campuses, so check your registration confirmation email for the address and plan your journey in advance.
Ask questions
There’s no better way to find out if Westminster is the right place for you than by speaking to students and staff who study and work at the university. You’ll have the chance to speak to lecturers about the course, as well as students and staff, who can answer questions about studying abroad and work experience opportunities, accommodation, finance and support services. Don’t be shy!
YOU’LL HAVE THE CHANCE TO SPEAK TO LECTURERS ABOUT THE COURSE,
students and staff, who can answer questions ABOUT STUDYING ABROAD AND WORK EXPERIENCE OPPORTUNITIES
the open day and forget that the university is situated in the capital city where there’s so much to see and do. As well as studying, you’ll be spending a lot of time socialising in London, so it’s important to make sure you like what you see. London will become your home, so if
Take a campus tour
Each of the four campuses are full of areas and spaces that you don’t want to miss: the labs at Cavendish, architecture studios at Marylebone, the social spaces at Regent Street and the studios at Harrow. So when you get the chance to take a guided tour, take it! You’ll get to see where you’ll be studying, the facilities, the social spaces and more.
Don’t forget about the city beyond It’s easy to get caught up in the activity of
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University of Westminister has four campuses spread across London
you’re new to the city, make sure you leave time to have a good look around and explore it.
Review how you found the experience afterwards
An open day can be a long and tiring experience because there’s so much information to take in. But don’t let the memories fade when you get home. Make sure you look through your notes and pictures, following up with anyone you met, and if you’re still undecided about whether it’s the right place for you, consider booking another visit to help you make up your mind once and for all. We hope to see you at one of our upcoming open days this year! • Saturday 22 June • Saturday 12 October • Saturday 9 November • Wednesday 4 December Register at www.westminster.ac.uk/open-days
APPLYING
The future’s bright
Successful university applications require research, craftsmanship and a clear goal, explains RICHARD DAVIES, Head of Sixth Form at King Edward’s Witley King Edward’s Witley
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hat’s your purpose or core belief? Those individuals and organisations that have had a transformative effect on society, such as Apple, Martin Luther King and the Wright brothers, haveXXX succeeded precisely because they’re able to answer these questions and this vision informs their decision-making. Consequently, when confronted with the daunting University Admissions process it seems appropriate to start by asking: ‘Why?’
Start with the ‘Why?’
With tuition fees and living expenses taking the cost of a degree well beyond £50,000, embarking on a three-year degree course represents a considerable investment, so it is important to explore the rationale. There’s currently a demographic dividend for applicants as the population of 18 year olds in the UK has decreased which, allied to the rise of unconditional offers, means they’re more likely to receive an offer than ever, but does that mean you should?
WITH MORE THAN 50,000 UCAS COURSES,
pupils are in danger of being paralysed by THE ‘PARADOX OF CHOICE’ WHICH IS SOMETHING WE CAN ALL RELATE TO As graduate employers are opening up their recruitment schemes to school leavers and using skills and qualities, rather than degree classification, to distinguish between candidates, alternative pathways, such as KPMG’s 360° Professional Apprenticeships, are becoming increasingly attractive. The starting point then is to reflect on the ‘Why?’ and explore whether university is actually the best place to develop the skills and qualities necessary to achieve this; if you work hard at what you enjoy, take care to present yourself enthusiastically and articulately, and take the time to think about what you want from life, you can still succeed outside Higher Education.
Intelligent (re)search
Just as with any good piece of academic
Pupils at King Edward’s subscribe to the Unifrog platform
writing, there are three key principles that will predicate successful university applications: extensive research, structure, and craftsmanship. With more than 50,000 UCAS courses, pupils are in danger of being paralysed independentschoolparent.com
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APPLYING
leadership and communication, from your extracurricular activities and how these skills can be transferred to your degree course. There are a number of programmes with strong currency, such as the Duke of Edinburgh’s Award Scheme and National Citizenship Service, but whatever experience you use, remember the reflection is paramount. Invariably, the summer break is the only opportunity pupils have to complete an ambitious project like this, which again reiterates the importance of starting early and completing extensive research.
Bursaries and scholarships
Starting research early is key
by the ‘paradox of choice’, which is something we can all relate to, especially when walking down the cereal aisle of the supermarket. Fortunately, there are a number of technology platforms that are able to refine search parameters to reduce this to a more manageable number. Last year, King Edward’s subscribed to the Unifrog platform which has had a transformational effect on our pupils’ experience of the research phase of the application process. Pupils start, in January, by thinking about the course they want to study and use filters and rankings on the platform to create shortlists. Perhaps they prioritise teaching quality, student satisfaction, research, or the percentage of students in graduate-level jobs within six months. If they’re captivated by the dark clouds hanging over the economy and want easy access to policy makers and captains of industry, they
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can filter universities in London, or maybe they’re interested in conducting scientific research far from the madding crowd and filter by campus universities. The platform also reconciles pupils’ predicted grades against the entry requirements for the universities on their shortlist and classifies them as ‘aspirational’, ‘solid’ or ‘safe’. This feature helps manage expectations. Inevitably, pupils may amend their courses and/or universities throughout the process as their insight develops, but by the end of the summer term they should have attended three university open days and be in a position to submit the first draft of their personal statement. We place considerable emphasis on academic craftsmanship at this stage, as pupils continually work and refine their statements with tutors, the Head of Careers and myself, in order to have a finished piece of writing ready to be reviewed and submitted by the autumn half term.
“We have a general misconception about scholarships; that they’re available only for the severely disadvantaged students or the most extreme high-flyers.” – Myles Jardine, founder of Grantfairy. Returning to the ‘Why?’, Myles Jardine reflects that it was only when he was in China, pondering what to do with his life, he realised the scale of financial support available to students. He since eschewed the £50,000 university debt in favour of founding the Grantfairy app, which now lists 120,000 individual bursaries and scholarships totalling just shy of £1bn, ranging from small (£300 choral scholarship at Exeter University) to lifechanging (the Bank of England offers a £30,000 scholarship together with two internships, for pupils from ‘black, mixed African or Caribbean backgrounds’, The Times, 2018).
UCAN!
The application process can be intimidating. However, by starting early and investing sufficient time in research, visiting potential universities and crafting a personal statement that reflects on anecdotal experiences to demonstrate their academic, professional and personal suitability to the course, pupils will reap the rewards.
Explore | Discover | Take Action
Beyond evidence of how academic studies have prepared you for your chosen course, you’ll need to demonstrate key skills and qualities from additional contexts. The first should be related to your chosen degree course and could consist of work experience, a Massive Open Online Course, Extended Project Qualification or additional reading, but the key here is to reflect on the learning, rather than just listing your relevant experiences. The other context which you’ll be able to draw on is the skills and qualities, such as
Richard Davies, Head of Sixth Form
APPLYING
THE WRITE STUFF
How do you make a personal statement stand out from the crowd? Here are some top tips to help you write yours...
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or most courses, the personal statement forms the core of the application process and enables you to differentiate yourself from other applicants. Effectively, you should be reflecting on how your academic and extracurricular experiences to date have helped you develop the skills and qualities to set off on the right trajectory as an undergraduate student in your chosen field. It is, therefore, critical to start the process early, and craft a well-structured piece of writing that uses specific anecdotal evidence to support these reflections. In the first instance, we suggest pupils identify key skills required for their course and try to map these to their own experiences which they reflect on using the ABC approach from UCAS: A - Activity: What did you do? B - Benefit: How did you benefit from it? C - Course: How does it relate to the course you are applying to?
PHOTOGRAPHY: ISTOCK
Introduction
The opening paragraph should be a high-level, punchy overview that provides compelling evidence of why you want to study your chosen course, as well as an insight into who you are. For the first part, what (specifically) is it about the course that interests you? Avoid cliches like ‘passion’ or ‘ever since I was seven…’ and instead chose a recent anecdote. You could draw on current affairs, work experience,
THE OPENING PARAGRAPH SHOULD BE
a high-level, punchy overview that provides compelling evidence OF WHY YOU WANT TO STUDY YOUR CHOSEN COURSE
commerce, or, alternatively, explain how the degree will help you achieve your longer-term goals, such as setting up your own company. As far as injecting personality is concerned, you could demonstrate creativity, by eschewing mainstream firms such as Apple, Tesla or Amazon, and instead reference an innovative start-up such as Gymshark.
distinguish you from other applicants and, for vocational subjects such as medicine, is paramount: what have you done outside lessons to gain additional insight? Reflections on work experience are fantastic, but not necessary (apart from medicine), as you could also reflect on independent reading, MOOCs or analyse a topic from current affairs.
Academic
Extracurricular and summary
Reflect here on your academic experience to date and make connections between your current studies and the course. For some subjects, such as business, you can demonstrate your existing understanding and analysis by summarising a piece of coursework, or a casestudy you’ve examined, which should contain subject-specific terminology. For others, such as law, you may not have formal experience, per se. However, you should be able to refer to relevant skills from other subjects, for instance summarising a history essay to demonstrate research and analysis.
Enrichment
The second academic section is what will
Less is more for this final section, which should make up approximately 20 per cent of the overall statement. Rather than listing every sport and activity you’ve ever participated in, be concise and choose two or three in which you’re most able to demonstrate the skills required for your chosen course. Widely understood programmes such as the Duke of Edinburgh Award and the National Citizenship Service require no introduction so, instead, you can reflect on the key skills and qualities you learned from the experience. We encourage pupils to finish with a sentence that summarises how these skills, together with their subject knowledge, will stand them in good stead to succeed as an undergraduate. independentschoolparent.com
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MANIFESTO PROPOSITION 10
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FUTURE FOCUS
THE SOCIAL NETWORK CAROLINE DAVIES, Head of HE & Careers at Fettes College – the winner of our Independent School of the Year for Student Careers Programme – explains the school’s real-world approach to career development
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he Fettes Career Partnership programme began six years ago with the vision to support students in pursuit of their careers. We began by consulting and listening to advice from Old Fettesians and parents across the globe. Their resounding feedback was that the Fettes community should connect and support each other at every age and stage of their career journey, which is what we now aim to do. Learning how to network, strike up conversation and quickly build rapport are important life skills. Being interested and interesting will help you make an impact and glean advice and support on your path ahead. Connections are powerful, and young people should make the most of their interactions, be that with alumni, friends, friends of their parents, academics, topic speakers, sports coaches, visiting artists, actors or musicians. These contacts offer honest, real-world advice and can become a supportive, lifelong network. It’s never too early to develop self-awareness and build your profile. Seek help from friends, teachers, tutors and family on the art of selfreflection. Learn who you are and where your skills and interests have come from, be that on the sports pitch, backstage, through pupil leadership, by creative writing or with critical thinking. Your combination is unique. Be aware of interactions – the spoken word and the digital footprint. Make good your mark and you’ll be able to promote yourself and articulate who you are. Fettes College brings careers to life with a forward-thinking approach to prepare our young people for their #fettesnextsteps. The Fettes Career Partnership Programme brings together our current students and the global network of Old Fettesians, current and past parents. Utilising the expertise of this engaged, diverse group, we provide real world experience in an ever-changing career market. The simple aim is to provide genuine career insight and support to form a powerful, accessible career and life-skills knowledgebase. External Expertise is integrated into our robust careers curriculum by hosting informal networking events to ‘lift the lid’ on blended career skill areas such as creativity,
LEARNING HOW TO NETWORK, STRIKE UP CONVERSATION AND
quickly build rapport are important life skills. Being interested and interesting WILL HELP YOU MAKE AN IMPACT problem-solving, people & leadership. Our career insight and skill workshops and career journey speakers, along with lunches with five and 10-year leavers highlight next steps and build connections. There are also business networking sessions in local offices; topicfocused, career-themed lessons and working lunches; a Higher Education-focused Careers Day; a mock assessment centre and access to supportive young OFs willing to share their experiences of university. Our Careers Prefects support the running of the pupil programme. We believe that involving parents is vitally important to encourage shared and supportive career exploration, work shadowing and experience. All Lower Sixth (Year 12) parents attend Careers Day with their child to collaboratively consider the dynamic career journey ahead. Many parents are also involved in our Meet the Experts room, giving them the opportunity to share their own advice. Continuing support extends for life beyond Fettes, with valuable links throughout their
time in HE and beyond. We offer our alumni professional networking events in a variety of worldwide locations and bespoke support. Our Drinks & Careers events are very popular and LinkedIn now presents Fettes connections through the corporate search functionality. Our life-long partnership with pupils, alumni and parents combined with a robust career curriculum sets up our real-world career approach for the 21st century. We asked some of our parents and Old Fettesians to provide their thoughts: “There’s a good chance that many of the job opportunities open to university graduates in five to 10 years’ time don’t even exist yet. With that in mind, don’t prepare with the end goal in mind; start to accumulate skills and experiences that can be applied to whatever career path you end up taking.” “These days employers are trying to understand your underlying personality and drive, think through what sort of person you want to be in your future career and proactively work to develop in those areas.” independentschoolparent.com
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APPLYING
GETTING ACCEPTED EMILY MANOCK, 17, a pupil at Bolton School Girls’ Division, describes her successful application to study German and French at Jesus College, The University of Oxford When did you first think about applying to Oxford? I started to consider the Oxbridge route when I was in Year 10. Before this, I didn’t see it as a possibility, as I didn’t believe I was gifted enough for a place, and I was sceptical of my chances as a disabled student. So, what spurred you on? I performed exceptionally well academically at the beginning of the year, particularly in my YELLIS test, and was invited on the Oxford trip that year. When we visited Jesus College, I saw a student who had cerebral palsy as I do, and that’s when I began to set my sights on Oxford. What did you have to do to apply? The application process required a lot of work. The first step was the UCAS application, for which I received support from the school careers department, specifically with regard to my personal statement, which was brought up several times during my interview. Having initially applied for English and German, I studied intensely for my English and modern languages aptitude tests to improve my knowledge of German grammar and English language devices. Anything else? The exam was complex, but there
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to abstract questions on language and my answers surrounding the two literary extracts were good. We touched on a number of subjects including translation, swearing, and sign language, as well as topics I’d mentioned in my personal statement. Do you have any advice for those applying to Oxford? Try to maximise your super-curricular activities, such as lectures, workshops, summer schools, and wider reading. I’d also advise that candidates don’t worry about being allocated to other colleges and courses because the university does, in fact, take it into account.
Once Emily had visited Jesus College, she became less sceptical of her chances there
was a plethora of past papers that were easy to access online. Following this, I had to submit written work in both English and German that had been verified by school to show my writing ability. After this that I had to wait to be called for interview. Was there anything that didn’t go to plan? Having initially applied to Worcester College, I was one of the last people in the year to hear about my interview. Yet, when I got the email, I was informed that I could not take English and German but was welcome to try for French and German. Additionally, I was allocated Jesus College rather than my initial choice.
This meant I had to study for another aptitude test and submit more work within just over a week. That’s quite a challenge. How did you do it? I received a lot of support from the MFL department, without which I would have struggled immensely, as a week was hardly enough time to prepare. Specifically, the focus on the interview with practices from both my languages teachers and within the Oxbridge CEP sessions helped a lot. The interviews themselves were a lot less intimidating than I’d expected. Why was that? I felt like they were arguably the strongest part of my application, since I felt confident in my approach
What happened when you received your offer? I had refused to check UCAS before going home, because I had two exams that day, and after having heard about other people’s rejections, I wasn’t wholly confident that I’d be offered a place. However, when I got home, I was greeted by the envelope, and I was pleased to find it was heavy. When I opened the letter, I was completely elated, but I could only celebrate for around half an hour before going back to revise for the next day of exams! I’m not sure what the future holds for me beyond Oxford, because the change in my course has led me to consider other career options, as well as possibly entering postgraduate education.
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YEARS OF ACADEMIC EXCELLENCE
Get a taste of student life Visit us at an Open Day • Fri 28th Jun 2019 • Sat 6th Jul 2019
• Sat 5th Oct 2019 • Sat 2nd Nov 2019
• Wed 4th Dec 2019
Book now to attend at www.hope.ac.uk/opendays
APPLYING
Liverpool Hope offers the opportunity to study in the heart of the city
BEHIND THE SCENES
NO ORDINARY CITY, NO ORDINARY UNIVERSITY Liverpool Hope University offers a student experience unlike any other, says Head of External Relations, SUE KELLY
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iverpool Hope University is distinctive. With a history extending 175 years, the university’s community is proud of its past, confident in its present and ambitious for its future. Home to nearly 6,000 students from more than 80 countries worldwide, it has a strong global focus. The university’s teaching excellence, research outputs and student satisfaction has been recognised in several national league tables. In the government’s Teaching Excellence Framework, Liverpool Hope achieved gold standard, while the recent Destinations of Leavers from Higher Education survey revealed the university is in the UK’s top two for graduate employment. Students have the best of everything; the chance to study in fun and safe campuses, as well as being based in one of Europe’s most vibrant and exciting cities. No wonder The Sunday Times Good University Guide 2019 rated Liverpool Hope first in the north west for student experience.
Student support
The thought of going to university can be both exciting and daunting. Taking on a new academic challenge and living
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On image caption black
away from home is a big challenge for anyone. To help support students, the university has a team of Resident Tutors in all of our halls who provide learning support and advice whenever needed. They also organise social events such as dining-in nights, which are a great way to meet new people. Hope Social is the home of all the social events taking place at Liverpool Hope. Working with the Residential Life team, Hope Social aims to provide a diverse programme of events. Each month, students receive a planner outlining activities, workshops and social events. These range from bingo nights, live music and quizzes, to cycle safety workshops and mindfulness training.
Development opportunities
Additional development opportunities not only look good on a CV, but also help expand skillsets and comfort zones. At Liverpool Hope, all students have the chance to work towards a Service and Leadership Award (SALA), which
APPLYING Amy Wain found the university helped her grow as a person, as well as an artist
Liverpool Hope has lots of sports team Students can volunteer in developing countries through Global Hope as part of the SALA scheme
UNI STATS NAME
Liverpool Hope University FOUNDED
1844
NUMBER OF STUDENTS
6,000
VICE CHANCELLOR
Professor Gerald J Pillay PHILOSOPHY
Educate in the round – mind, body and spirit – in the quest for truth, beauty and goodness
recognises the value of voluntary work. SALA participants receive training in health and safety, leadership, and diversity and equality, before being presented with an additional award on graduation day. As part of SALA, students have the opportunity to volunteer in developing countries across the world through Global Hope. This programme supports educational communities in countries such as India and Uganda. Closer to home, students can take advantage of the University’s Duke of Edinburgh (DofE) programme. Liverpool Hope is certified as an awarding body for the Duke of Edinburgh’s Gold Award – and all first-year students can sign up to complete the award.
Societies and clubs
At Liverpool Hope, staff understand that the university experience is about more than just the academic side of student life. There’s a thriving social scene, with a host of societies and sports clubs providing undergraduates with the chance to build life-long friendships, achieve sporting success and foster personal growth.
From paintballing to the Cheese and Wine Society and everything in between, there’s something for all tastes. The university’s sports teams include a championshipwinning Gaelic football squad, basketball, football, netball, badminton and even cheerleading.
What our students say…
Amy Wain, BA Fine Art “I fell in love with Liverpool on a college trip and after attending an open day at Liverpool Hope, I felt instantly happy and like I knew this was the right university for me. The atmosphere was great, everyone was friendly and the campuses were lovely. After speaking to tutors about the course and the University, I couldn’t wait to start. Coming from a small town – Cannock, Staffordshire – meant this was a huge leap for me, but I felt relaxed as soon as I started. “Hope not only built me as an artist, but also as a person. I’ve been able to achieve so much and have so many memories and experiences. I’ve won various awards both in art and other areas, exhibited both within the university and across the city, achieved my SALA and graduated this year with a first-class degree. Things that before university, I didn’t think I could achieve!” independentschoolparent.com
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FUNDING
MONEY MATTERS Don’t know how you’re going to pay for your time at university? STUDENT FINANCE ENGLAND presents a step-by-step guide on how to apply for funding
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Send any evidence you’re asked for You should send any evidence that’s requested straight away so that you can prevent any delays in your application being processed.
uition fees, accommodation, pricey reading-lists and the not-inconsiderable expense of bills, weekly shops, transport and socialising with your new friends: higher and further education are certainly a hefty financial investment. Luckily, there are funding solutions you can apply for. Read on to find out how to finance your future learning:
What happens if my details change? If any of your details change after you’ve submitted your application, it’s easy to update your application by logging into your Student Finance online account.
WHAT’S AVAILABLE?
WHERE DO I APPLY?
It’s easiest to apply online – go to gov.uk/ studentfinance and create an account. You should do so as early as you can once the application service has opened, so that you get your money in time for the start of your course. Remember that you also have to reapply each year of your course. If you haven’t accepted a place yet, you can still apply using your preferred choice and if needs be, update the details later.
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WHAT ABOUT REPAYING MY LOANS AND INTEREST?*
THERE ARE THREE SIMPLE STEPS:
Register When you register, you’ll be given a unique Customer Reference Number, and asked to create a password and secret answer. Make sure you keep these safe for when you check the progress of your application. Log into your Student Finance account and submit your application Before you start your online application, you should have the following to hand: • A valid UK passport, if you have one you can provide your passport details on your online application form which will be automatically checked with the Government Identity and Passport Service. • University and course details; • Bank account details; • National Insurance number. If you want to apply for finance that depends on household income, your “sponsor” (parents or partner) will be asked for details about their household income and National Insurance number(s).
Once you’ve finished or left your course, you’ll need to pay back your loans – but not until your income is over £25,725 a year, and what you repay each month is linked to your income. You’ll repay nine per cent of any income you earn over the current threshold of £494 week, £2,143 a month or £25,725 a year. If your income falls below this, your repayments automatically stop. Your employer will take the nine per cent through the UK tax system (Pay As You Earn – PAYE). If you’re self-employed, you’ll pay through self-assessment. If you intend to live or work abroad, you need to contact the Student Loans Company before you go so arrangements can be made for repayments.
HOW IS INTEREST WORKED OUT?
Interest is charged on your loan from the day that the first payment is made to you until the loan is repaid. Any part of the loan outstanding after 30 years will be written off. The amount of interest charged will vary, depending on your circumstances. SFE is part of the Student Loans Company (SLC), which is a not-for-profit governmentowned organisation.
PHOTOGRAPHY: ISTOCK. *BASED ON 2018/19 STUDENT FINANCE RATES
There are two main types of student finance you can apply for: Tuition fee loans cover your yearly-fee-cost and are paid directly to your institution of learning in three instalments throughout the year. Maintenance loans* (grants for new students were abolished in the 2015 Budget) of up to £8,700 (or £11,154 if studying in London) are available to help with living costs such as rent and bills. Like tuition fees, loans are paid in three instalments throughout the year, but go directly to your bank account. The maximum amount you can get depends on where you live, where you study and your household income. Full-time students eligible for student finance will be entitled to a maintenance loan of some size, which may be based upon your household income.
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ONCE YOU’VE FINISHED OR LEFT YOUR COURSE, you’ll need to pay back your loans – BUT NOT UNTIL YOUR INCOME IS OVER £25,725 A YEAR
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UNI LIFE
Some halls of residence have common rooms
AT THE UNIVERSITY OF SOUTHAMPTON,
accommodation fees include utility bills, wi fi, h ur su rt ser i es and se urit , a ariet n site a i ities mm n r ms and mmuna m uters AND BASIC CONTENTS INSURANCE
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AT
U
UNI LIFE
RSITY S VE I N In 2018/19 T
the average weekly rent for accommodation was £147
HOME SWEET HOME
Choosing the right accommodation can seem daunting, but armed with the right information, you can find your ideal student pad, writes TERRIE CHILVERS
A
t university, where you live can have a big impact on your student experience. Choosing the right option for you means you’ll have the best environment for study and for making friends. Also, your accommodation will be your single largest monthly outgoing, so it really pays to get it right!
Halls, home or private rental?
Once you’ve worked out what and where you want to study, your next big decision is where to live. The main options are university halls, Most university-managed accommodation has communal wifi-supported work spaces for residents
private rental or if you’re studying close to home, staying with your parents or family. Most first-year students opt to stay in university halls – accommodation provided and managed by the university on campus or close by. If you’re studying in a large city, you may also have the option of staying in private halls of residence where you’ll be living alongside fellow students, but the accommodation is managed by a private company.
Central perks
Staying in university halls is a great way to make friends and benefit from a ready-made sense of community. You’ll also have a lot less to worry about – no extra bills to pay and various useful extras are often included. At the University of Southampton for example, accommodation fees include utility bills, wi-fi, 24-hour support services and security, a variety of on-site facilities (common rooms and communal computers) and basic contents insurance. Most university-managed accommodation will also include a Unilink bus pass.
Your friendly housing office
University halls have limited spaces, but there’s no need to worry if you miss out as there’s a independentschoolparent.com
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Sharing a bathroom or kitchen with others is something you’ll have to do in some living arrangements
40 weeks, but this can be longer at private halls, so be sure to check when doing your research.
connecting landlords and letting agents with students STUDYING AT 33 COLLEGES ACROSS LONDON
plethora of accommodation options available in the private rented sector. Most universities will be able to provide a list of trusted private-housing providers including letting agents and private halls of residence. Through these providers, you can find individual or shared accommodation in flats, houses and private halls. Your university’s housing office may also run its own housing portal where you can search for accommodation, like the University of London, which offers an online property database connecting landlords and letting agents with students studying at 33 colleges across London.
Get your priorities right
Location is an important consideration when deciding where to live in your first year. Do you want to be on campus or close by? Do you mind travelling to get to your lectures – how far is too far and are there any travel costs? Will you feel safe if you’re walking home at night on your own? Also consider whether you’re happy to share
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a bathroom or kitchen with others. You won’t necessarily know who you’ll be sharing with, so if you’re not going to be happy about a congealed lasagne dish hanging around for a week, then a large communal kitchen may not be for you. Ultimately, you need to work out what is most important for you. And of course, in many cases, budget will be the final decider.
Your monthly rent
Your rent will be your single largest outgoing: a recent survey by Unipol and the National Union of Students found the average rent took up 73 per cent of the maximum student loan. So how much can you expect to spend on rent? In 2018/19 the overall average weekly rent for student accommodation was £147. Renting privately was more costly, with an average of £153 compared to £140 for university accommodation. Having an en-suite or catered facilities in halls of residence will add to the cost. And of course, rents in London and larger cities will be considerably higher. The average contract length at universities is
The cost of living
So, once you’ve paid your rent, what other costs do you need to factor in? Which? University looked at the average essential living costs for students and found that on average students spend £83 per month on transport, £67 on food shopping and £45 on water, gas and electricity bills. And of course, you’ll have other nonessential living expenses to factor in, like clothing, hobbies and the odd takeaway. Make sure you’ve worked out your total outgoings so that you know how much you can afford to spend on rent.
Maintenance loans
Depending on your annual household income, you may be eligible for a maintenance loan. If you are, make sure you’re clear on exactly how much you’ll get. Catered halls or en-suite halls of residence may sound great, but if the rent is going to annihilate the majority of your student loan, then you may want to reconsider.
Just like home
There’s a lot to consider, but it’s worth the leg work to find accommodation that you’ll be happy to call home. And remember, utilise your university’s housing office to unlock a host of information and knowledge on the local area and accommodation process. Thanks to the University of Southampton and the University of London Housing Services for their input and expertise.
*DATA SOURCE: LIVING COSTS AND FOOD SURVEY (2012, 2013, 2014 AND 2015/16) FROM THE OFFICE FOR NATIONAL STATISTICS. ACCOMMODATION COSTS SURVEY 2018: WWW.UNIPOL.ORG.UK/NEWS/ACCOMMODATION-COSTS-SURVEY-2018. PHOTOGRAPHY: CLAIRE WILLIAMS PHOTOGRAPHY/UNIVERSITY OF SOUTHAMPTON
THE UNIVERSITY OF LONDON OFFERS AN online property database
ACADEMIC COURSES SEPTEMBER 2019 Our pre-degree and undergraduate programmes offer tailored tuition from expert artists and unrivalled tutor contact hours. + BA (Hons) Fine Art* + Foundation Degree* in Sculpture or Contemporary Portraiture + Fine Art Foundation Get in touch to talk about applications: academiccourses@artacademy.org.uk www.artacademy.org.uk/which-programme 020 7407 6969 *subject to validation
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AWARDS
After the success of last year’s launch, our prestigious awards scheme has returned. Read on to find out what you and your school can gain by entering INDEPENDENT SCHOOLS OF THE YEAR 2019
I
ndependent Schools of the Year is an awards programme designed by Independent School Parent magazine to offer UK independent schools a platform that showcases their success stories and celebrates the student experiences they provide. The 20 awards categories for this year’s campaign have been chosen to reflect the diversity of life in independent schools in the 21st century. The awards are free to enter for all independent schools which are members of an association in membership of the Independent Schools Council* and will be judged by a distinguished group of educationalists. The judging panel will once again be chaired by Dr Helen Wright, international education advisor and past Vice Chair of the ISC. Helen Wright comments: “I’m absolutely delighted to be chairing the judging panel for a second time. These awards recognise and celebrate the amazing experiences and opportunities for students in independent schools across the UK. Every day, students in independent schools benefit from the innovation and commitment of their teachers and support staff; we want to hear these inspirational stories and spread the word about excellence in the sector. We were delighted by the breadth and depth of the entries we received last year and hope we’ll get even more in 2019.” The judges will be looking for schools to share stories of success underpinned by supporting evidence. Success comes in many forms and we want to celebrate them all. Nominations close on Friday 24 May. Entries are free and easy to submit using the online nomination forms on our awards website, independentschoolsoftheyear.co.uk. Shortlisted schools will be announced in early June, with winners announced at a champagne
Latymer Upper School
Cheltenham Ladies’ College
reception in October. Winning and commended schools will be presented with specially commissioned rosettes and supporting collateral to use across their print and online marketing materials celebrating their success. Winning schools will also be awarded a trophy. The announcement of the winners will be the centrepiece to a PR campaign, led by Independent School Parent, celebrating the successes of the independent schools’ sector. *Any British International School which is a member of COBIS is eligible to apply for the British International School Award.
To find out more about the awards and to download your entry form, log on at:
independentschoolsoftheyear.co.uk/about/
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Higher Education in Norfolk Easton & Otley College are an associate college of the University of East Anglia and offer Higher Education Programmes in: • Agriculture • Animal Science • Crime, Terrorism & Global Security • Equine Science • Sport & Fitness • Wildlife & Conservation
Find out more at eastonotley.ac.uk
UNI LIFE
RSITY S VE I T N
U
AT
The average student receives £138.50 a month from their parents*
HOW TO BUDGET AT UNI Being good with money is a doddle with the right tactic. Save the Student editor RUTH BUSHI reveals three options
Remind me how to budget?
Start by adding up your income for the next month: wages, tips, student finance, etc. Next, list everything you’ll need to pay for: rent, bus fares, lunches, text books. Now, divide your income between them. It’s up to you to stick to the spending limit you give each expense. A budget can be a powerful tool but, for some, the attention to detail is overwhelming or just very boring. What else can you try?
1. Track your spending
Use a notebook or a budget tracking app to write down everything you spend. Try to log details immediately so you don’t forget. Otherwise, use receipts and statements to add detail later on. The magic comes from reviewing your notes (weekly, monthly and annually). What do you spend your cash on? Is it what you expected? How do you feel about that? You might realise you impulse buy when you’re upset, or that at a fiver a pop takeaways are stopping you saving for a car. If you identify habits that work, keep doing them. Spot things that leave your poorer or more stressed? Change what you do. Tracking is perfect for people who learn from their mistakes (though it can mean dealing with overspending or being skint in the short-term). Over time, tracking lets you identify financial goals and actions that are
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more meaningful to you – and therefore easier to commit to.
2. Focus on the essentials
Work out how much you need for essentials next month – the stuff you really can’t live without or can’t avoid paying for. Put that amount in a separate bank account or keep it secure so you can only spend it on those essentials. Any cash left after this is yours to
THIS TACTIC IS FOR THOSE WHO WANT TO KEEP THINGS SIMPLE. HOWEVER, IF YOU SPRINT through your spending ash u ma find u ant a rd TO DO ANYTHING OTHER THAN PAY BILLS! spend as you like. This tactic is for those who want to keep things simple. However, if you sprint through your spending cash you may find you can’t afford to do anything other than pay bills! You still need discipline for this method. If you’re easily tempted to borrow money for nonessentials, or you struggle with overspending, a traditional budget is a better option.
3. Get more money
The one way to never run dry is to keep topping up the well. But short of photocopying fivers, how do you make money? A part-time job or extra shifts are the obvious choices, but flexible freelancing, starting a business, or even doing surveys for cash are good options. If you’re good at stuffing money away, use interest from savings to boost your earnings even more.
Once you’ve mastered these, look into autosavings and passive income: they’ll keep you making money, but with less time and effort! This tactic is good if you enjoy money, or like the idea of being wealthy. It’s also good for those who like a challenge, as the aim is to always earn enough so that you don’t have to worry about budgeting or tracking (ironically, the more money you have, the more you’ll want to do these anyway!).
Picking a winner
The right tactic is simply the one that works for you. Finding out is easier if you know what you like (scrimping, writing things down) and what you want to avoid (spreadsheets, maths, being skint). If you’re not sure, just try each method and see which leaves you better off. savethe student.org.
PHOTOGRAPHY: ISTOCK/ *THE NATIONAL MONEY STUDENT SURVEY 2018 SAVETHESTUDENT.ORG
M
aking a budget is a solid means of managing your money, but it’s not the only option. If you’ve tried and failed at budgeting in the past, there are other ways to be money minded.
UNI LIFE
TOP TACTICS An awesome budget is useless if you leave it in a drawer. Be realistic about what motivates you and use that to find a better way.
a in time t re e t is the best wa t im r e m ne s i s, h we er u mana e ur ash hat are u tr in ws that w r in ut r u DON’T JUST PICK ONE TACTIC FOR LIFE. TRY ALL THE IDEAS ON THIS PAGE – OR COMBINE THEM. PEOPLE WHO ARE REALLY GOOD WITH MONEY DO ALL OF THEM!
a ab ut m ne with ami and riends share ideas, as r ti s r ha en e ea h ther Worried about getting into debt or making ends meet? It’s OK to ask for help! At uni start with the welfare team or SU. independentschoolparent.com
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UNI LIFE
THE SOCIAL HUB From campus elections and community representation to inclusive society fun and affordable drinks, the student union is at the very heart of university life explains Eleanor Doughty
S
o, you’ve arrived at university, and you’ve signed up, signed in and registered every single life detail. You’ve got the coveted student card, complete with high-street discounts, so you’re pretty much ready to go. You’ve done the fun stuff like organising your room and met your new housemates. Now it’s time to get exploring!
First on your list
One of the first places that you’ll need to go is the student union. “Why?” you cry, clutching at an image from times gone by of Arthur Scargill and his merry troop of trade unionists. But don’t be fooled by history – a university student union is in fact nothing like this. The student union is the place where things happen, where plans are made, where people write the policies and guidelines that make your university run like clockwork. They deal in the dayto-day banality – the joy, the woe, the rumble-tumble of student life.
how much the coffee is in the campus shops, so it’s important that you keep up to date with what’s going on and when. Each union will have unelected staff working in it, too, but those elected take up a few positions as sabbatical officers – “sabbs”. The president is top dog, and depending on the size of the university, they’ll have a team of vice presidents to cover specific areas like education, welfare and societies.
responsible for a lot of the fun that goes on at university, and that makes it even more vital! It runs the sports clubs and the societies – two huge parts of student life. You can have a society for almost anything, from board games to baking, belly dancing to wine tasting. There’s Law Soc, ISoc (Islamic Society), JSoc (Jewish Society) and absolutely-anythingelse-you-can-think-of Soc. If it exists, there’s probably a society for it.
Time to engage
Good sport
The student union exists to represent the needs of the student body, and it’s really important. While lots of students don’t engage with their union because it doesn’t “feel relevant”, it remains a crucial feature of university life. Politics aside, the union is
The union also runs the sport on offer. At some universities, a full-time “sabb” is in charge of the sporting provision to make sure that everyone gets their subscriptions paid, that the matches are scheduled properly and that training is timetabled.
If you’re interested in sport, or you’re in a society of any size – particularly a small one, where you might have a role in the running of it – then an interest in the student union is not essential, but useful. At some universities, student media falls under the remit of the student union, but at others, it has its own department. If you’re a budding journalist, radio presenter or photographer, the student media room should be your first port of call. Not only is it a brilliant thing to put on your CV, it’s a good way to make friends with other students with similar interests. Whatever sort of friends you make at university, make sure the student union is one of them. It might be far more useful than you first think. The student union is responsible for a lot of the on-campus fun
Best of all, it’s a democracy! Every year the union will have an election to determine who you, the students, think should run it. It’s a real election – like the general election – and trust us, people really do take it that seriously. But for you, it’s a chance to affect the things that happen in your everyday student life. In these elections, people will put through policies about library hours and
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PHOTOGRAPHY: ISTOCK
Democracy works
UNI LIFE
The student union runs sports teams and clubs too
Joining a society is a surefire way to make new friends The union sits at the centre of university politics
WHILE LOTS OF STUDENTS don’t
engage with their union because it doesn’t “ feel relevant”, IT REMAINS A CRUCIAL
FEATURE OF UNIVERSITY LIFE
ADVERTORIAL
Your time to shine Study at Trinity Laban and let your creativity flourish
AS LONDON’S CREATIVE CONSERVATOIRE, TRINITY LABAN’S world-class training and innovative outlook WILL INSPIRE YOU TO FORGE YOUR OWN UNIQUE CAREER PATH
I
f you want to train to become a performing artist in music, dance, musical theatre or acting, then studying at a conservatoire could be a great option for you. These specialist institutions offer highly vocational training, designed to equip you with the artistry, knowledge and skills required to flourish in today’s competitive industry. Trinity Laban Conservatoire of Music & Dance, for example, offers a range of foundation, undergraduate and postgraduate programmes in music, dance and musical theatre. Its programmes are reflective of the industry, which means that you’ll gain a solid understanding of what is expected of you in your working life. Throughout your training, you’ll finesse your performance abilities, and learn important life skills, such as how to ace an audition and earn freelance work. You will also be inspired to forge your own unique career path and develop your own artistic voice at a conservatoire such as Trinity Laban, not only through extensive one-to-one teaching, but also through
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frequent opportunities to work with peers and professionals across different art forms. Conservatoire teachers are often noted professionals within their respective industries, which means you will also learn from the best. Professor Nic Pendlebury (Head of Strings within the Faculty of Music at Trinity Laban), for instance, has worked with many of London’s leading orchestras, including the Orchestra of the Royal Opera House, the Royal Performance is a core part of conservatoire training
Philharmonic Orchestra, and London Mozart Players. This is one of the reasons Trinity Laban was one of just 17 universities worldwide nominated for a Global Teaching Excellence Award last year. Another advantage of studying at a conservatoire is that you’ll take part in public performances. For instance, Trinity Laban Dance students perform in professional venues and work with visiting industry experts such as alumnus Sir Matthew Bourne OBE and members of Studio Wayne McGregor. As well as performing in a fully-staged production, third-year Musical Theatre students get to showcase their talents to a host of casting agents in a specially curated performance at a West End theatre. By the end of their training, all Class of 2018 students who wanted to pursue a career in musical theatre were signed by an agent! Generally speaking, conservatoires also have specialised performance facilities. Trinity Laban’s Faculty of Music, a UNESCO World Heritage site, is equipped with a 100-seat theatre studio with sprung floor, elegant rooms for chamber music, 80+ practice rooms and a dedicated recording studio. Meanwhile, the Faculty of Dance is an award-winning building with 13 purpose-built studios, a 300 seat auditorium, intimate 100 seat Studio Theatre and Performance Laboratory at Laurie Grove Studios. trinitylaban.ac.uk
PHOTOGRAPHY: JUNO SNOWDON
Budding artists get to showcase their skills
COMMENT
FACING THE FUTURE How do you find a career that you love? CLAIRE REID-WARRILOW has some top tips to help you blaze a trail in the workplace A related skills and interests inventory will help you align your passions with your talents.
Embrace inner curiosity
The formality of a career aptitude test is one thing, but never lose your curiosity. Even if you don’t yet have a clear vision for your career, you’re probably curious about things which may or may not be obvious to you. It’s important to uncover your less obvious interests. Pursuing them sets you on the path of unlocking who you are and your individual creativity. By following your natural curiosity and asking the right people the right questions, you’re far more likely to land in a destination you find fascinating. It’s important to be passionate about a career path,but also nurture the necessary talents and skills for it
F
or many 18-21 year olds, choosing a career – and a Higher Education provider to help you achieve your aspirations – can be a daunting task. For those of you struggling to decide which university and which course, this can also be stressful. However, here are some practical tips to help you with the next crucial step and put you on track for a career you’ll love.
Follow your passion Claire Reid-Warrilow is Director of Undergraduate Recruitment UK and Europe at Sommet Education
You hear it all the time – to be successful in your career (and life), you’ve got to be passionate about what you do. Put simply, if you hate your career, you’re devoting most of your waking hours to something that’s draining your energy away from the things that give you meaning. Passion is crucial for career success, but it won’t get you far if you’re lacking the supporting skills and competencies needed to realise your dream, and these need to be nurtured through further study.
PHOTOGRAPHY: ISTOCK
Take a career aptitude test
Alignment of your passion to a potential dream job could begin with a career aptitude test, which will help you determine what you enjoy and what you’re good at, but also the difference between your core versus supporting passions and talents. This is important, because you might have a skill that would make you miserable if it were the focus of your career, but will empower your passions if placed in a supporting role.
Ask friends for feedback
Peer-to-peer discussions provide a great source of ideas. Friends may have clearer aspirations than you and, while you shouldn’t necessarily be swayed by what they’re doing, it may help you to ‘rule in’ or ‘rule out’ particular options around further study or career possibilities. Reading up on the destinations of alumni and seeing what they’re doing now may also spark some fresh vocational inspiration. In many cases, schools will be visited by former students telling their career stories.
Give a few things a try
The best way to discover where your passions and strengths will be most valuable is to give a few things a try. So, as a next step, studying a course that gives you options and the opportunity to discover what you really enjoy, through real-world learning, work placements and internships, is going to be important. If you’re already in the world of work, consider shadowing other people in that environment and moving laterally between positions to really determine what you love and what you’re great at.
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WORK
FIND YOUR CAREER PATH
A
bsolute Returns is the largest ever study on graduate earnings compared with those who opted for a non-university route. Published in November 2018, it has raised many questions about the economic value of university: while a degree has a clear purpose and great returns for a wide variety of courses, the figures show that this isn’t consistently the case with some Higher Education options actually delivering negative returns on future earnings. In my opinion, this doesn’t diminish the value of university or its benefits for academic growth and personal development. What it does confirm is that a degree is no longer necessarily enough to ensure you are adequately prepared for the world of work. For young graduates, ensuring you have the skills employers are looking for prior to entering the working world will help make your introduction to adult life a little less daunting! This is a view shared by employers, with almost half of businesses reporting that a large proportion of graduates ‘do not have the skills expected of them at the point of hiring’, according to the Association of Graduate Recruiters*. To make yourself marketable to employers, it is essential you take responsibility for gaining the expected competence desired of new employees. During school, university and post-graduation,
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you must learn the skills that businesses require so you can hit the ground running at the start of your career. Top of the list for businesses – and flagged by organisations as varied as Microsoft and the BBC – is sector awareness. If you can demonstrate a good awareness of the business and wider marketplace you’ll move to the top of an employer’s hiring list. A knowledge of competitors, their threats to expansion and governing principles will also impress an interviewer. Also key are effective communication skills. This doesn’t just mean being well-spoken in an interview – it also encompasses strong presentation skills, audience awareness, the ability to communicate as part of a team and knowing how to summarise
It’s important to research the market and have an awareness of the sector you wish to work in
information concisely. Developing and honing these skills before entering the workplace will ensure that you are able to confidently begin your career and achieve success from the outset. Time management is also crucial. Learning not to be chained to emails, to prioritise tasks and meet multiple deadlines is another important skill which cannot be gained solely through essay assignments. You should be able to demonstrate that you can cope with multiple tasks as well as perform under pressure. The ability to work well in a team is another essential skill. Very few university assignments require students to work as part of a team and simple skills like communicating with colleagues and reporting to superiors are often lacking in graduates. Part
of being a good team player is the ability to motivate others and foster a positive attitude. If you demonstrate a sullen or unmotivated demeanour, you’re unlikely to progress no matter how competent you may be. On the flip side, if you’re polite, personable and enthusiastic to progress it’ll impress managers – and mark you out as a candidate to move up the corporate ladder. While attending university means you’ll leave with specialist subject knowledge, you may find that completing a course at a business college prepares you for aspects of working life infrequently covered by school and university curricula. The Quest training programme includes events management, marketing, office skills and an intro to social and digital media. This is essential for the majority of modern jobs – yet, outside of work experience and internships, it is something students rarely get the opportunity to encounter. If you want to develop these skills further and enhance your CV once writing your dissertation and completing final exams is over, Quest Professional offers a graduate training programme, which offers practical skills and business acumen to back up your degree discipline. It’s ideal for smoothing over the tricky transition period between university and working life. If you’re taught skills tailored to the workplace, I firmly believe you’ll have the best headstart possible for any career of your choice!
PHOTOGRAPHY: ISTOCK. DATA SOURCE: WWW.JUSTONCAMPUS.CO.UK/WP-CONTENT/UPLOADS/2016-AGR-ANNUAL-SURVEY-2.PDF
Claire Granados, Principal at Quest Professional business college advises on how to make a smooth transition from university to employment
WORK
With a graduate training programme, you can pair your specialist knowledge with practical business nous
ON THE FLIP SIDE, IF YOU’RE POLITE, PERSONABLE AND ENTHUSIASTIC TO PROGRESS it’ll impress managers – and mark you out as a candidate TO MOVE UP THE CORPORATE LADDER Quest Professional offers a graduate training programme
WORK A DAY IN THE LIFE OF…
OLLIE GARTON OLLIE, 26, is a Phase Three Cadet on UKSA’s unique Superyacht Cadetship programme I’m responsible for ensuring that everything on the yacht is operating effectively and running smoothly. This includes everything from a lightbulb to the engine. I wanted to go into my profession because after being a car mechanic for four years, I tried out a car salesman role, but found that being in an office all day wasn’t the life for me. I searched far and wide on the internet for something different that I could do and because UKSA (United Kingdom Sailing Academy) had the best reputation in the industry, I thought that getting a qualification from there would help, as the superyacht industry is so competitive. UKSA seemed to offer all the qualifications for yachtmaster in one package, and I’ve since discovered that it runs everything you need to get started in yachting and superyachting careers. I began the superyacht cadetship after receiving funding from Trinity House, and I’ve never looked back. Since coming to UKSA I have learned how to maximise my potential in everything from sailing to compiling a marine CV and I’ve learned loads from some really experienced instructors. Once I’ve
and having to be organised down to the tiniest of details.
The cadetship allows Ollie to earn money while training for a career in the superyacht industry
completed the cadetship I’d like to be the skipper of a yacht and have enough knowledge to be able to run and command the vessel. I got my job when UKSA put me forward for my first job and I managed to secure it after being flown out to the south of France for the strangest interview I’d ever Ollie worked taken part in! all over the I worked all Meditteranean around the Mediterranean and travelled to loads of places in order to complete different
Many people think that it’s tough, hard work, but it’s not as hard as it’s made out to be. It’s also nothing like the reality television programme Below Deck or any other media portrayal of the industry. Some day-to-day tasks can be a little tedious, but in general it’s the most interesting, fun job I’ve ever had. I really look forward to my work every single day and never get the Monday blues!
charters and trips with the owner onboard. Then I met my Captain and I managed to secure my current role as Solo Engineer on a private yacht. I’m now hoping to complete the final stage of the cadetship and get my Officer of the Watch (OOW) and then go on to obtain a Yacht 4 Chief Yacht Engineering qualification within the next two to three years. The best part of my job is the constant sunshine, the crew, the food and the satisfaction of being able to fix something that others can’t. I love the responsibility of having to make everything run smoothly
My most memorable moment so far is really hard to pinpoint, as there have been so many of them, but during Phase One of the Cadetship I learned how to sail a 40-foot yacht backwards! In Phase One, you take the yachts out by yourself in the crew you’re placed with for the full duration of the phase, and it’s a massive learning curve. This is the first time you have no one else to fall back on and have to make decisions for yourself. Lots of things didn’t go perfectly, but this is what made me and my crew ready for the industry. Last summer was an incredible experience – I met some amazing people and did some really great networking at dock parties, which are a fantastic way to blow off steam, take a break from day-to-day life and make new friends! Ollie’s currently
working as a Solo Engineer on a private yacht.
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Myfuture
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Preston • Lancashire MyerscoughColl
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WORK A DAY IN THE LIFE OF…
KATHLEEN BEECHAM KATHLEEN, 20, is a communications apprentice at Publicis Media in London I work in the communications team at Publicis Media, which is made up of several agency brands including Starcom, Zenith, Digitas, Spark Foundry, Blue 449 and Performics. My official title is Communications Apprentice, but within my team, I’m also known as the ‘social media expert’. I help look after the media agencies’ social media platforms by creating content that showcases our talent and the interesting events that happen daily across the agencies. My day can be very varied, from attending events that Publicis Media spokespeople are panellists or speakers at, to helping my team with press coverage by monitoring news stories about the company. I got my job through an apprenticeship scheme. My apprenticeship provider is WhiteHat – an amazing start-up. It delivers training in partnership with world-class content providers, through a combination of 1:1 coaching and cutting-edge tech, and offer apprenticeships that genuinely rival the learning experience at elite universities.
years I was at university the possibilities grew.
Kathleen discovered her communications vocation via her love of social media
followers. I loved speaking and connecting with people: from then on I knew I wanted to do something within social media. I developed my passion for public relations while at university, so when I found this apprenticeship opportunity, where I could still learn while working in my dream job, I knew it was meant to be.
I wanted to get into this industry because my teenage years were taken over by social media. I use to run a Twitter account for my favourite band, which at Her apprenticeship is its peak had with Publicis Media about 60,000
The best part of my job is the people who work here. I’m proud to work for such a diverse company in which every
individual is passionate and determined. I recognised this recently when helping with our charity partner, Help Refugees and its Choose Love pop-up shop. So many people from across the company took time out of their working week and weekends, to go above and beyond in delivering a media plan, volunteer in their shop and donate clothes. Many people think apprenticeships are mainly for the trade industries. I still didn’t know much about them when I began my application to study at Canterbury Christchurch University in 2016. However, within the two
My most memorable moment is when I helped with supporting the Help Refugees charity by organising volunteers for their Choose Love pop-up store. I’ve also had meetings with media owners such as Google and The Guardian and have been to talks about the future and current trends in media, as well as interviewing our CEO. But the fan-girl part of me has to say… meeting Dr Alex and Josh from Love Island at our offices was a particular favourite moment! I studied BTEC Level Three in Business Enterprise, then I did two years of a PR, Media and Marketing degree and now I’m a Digital Marketing Apprentice. Most apprenticeships require five GCSE grades C–A* (or four-9), including maths and English. I took an unconventional route, when it came to education: I studied business at college and I absolutely loved it, it was the right choice for me as it suited to my way of learning. It gave me a chance to go to university too, but if I’d had more information about apprenticeships at college I would’ve definitely gone down that route. My apprenticeship has given me the head start that I don’t believe I would have gained through a degree. I’m only eight months in and this role is already helping me grow into an individual that I can be proud of.
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WORK
MY UNI, MY CAREER We caught up with six graduates to find out how their degree helped them into the world of work
Kirti Mehta, 30 eni r ana er, e hn is ssuran e, ds an in assi s, ni ersit rist My interest in the ancient world evolved into a love for Latin and Ancient Greek while at Putney High School. It was an obvious choice to study Classics at Bristol, where I spent three wonderful years immersed in literature, language and history. I graduated with a first-class degree and joined the Deloitte graduate scheme in enterprise risk services. Here, I qualified as a chartered accountant, gained exposure to the world technology risk and built a foundation in business skills. My next move was to luxury label, Burberry, where I applied my experience in a highly digital environment. From there it was digital banking at Lloyds Banking Group, where my role focused on innovation and mobile risk. I’m now working in the office of the Chief Operating Officer and gaining wider experience of the banking world.
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Anna Moscuzza, 23 nsu ar fi er, rei n mm nwea th fi e ist r , he ni ersit arwi After leaving the Stephen Perse Foundation, I then moved on to Warwick to study history. At this stage, I didn’t have a plan for what I wanted to do after I graduated except that I wanted to do something which had a visible impact. After completely loving a year abroad in Melbourne, Australia, I was convinced that I wanted a job where I could travel. I finally decided to apply for the Civil Service. This matched the idea that I had at school that I wanted to do something meaningful and the diplomatic scheme led me to the FCO. I now work helping British nationals who get into trouble abroad, which continuously allows me to help people while creating opportunities to travel to new and exciting places. It’s a challenging job which gives me a chance to use all my people skills and creative thinking to try and find a way out for Brits who manage to get themselves in some truly unbelievable situations.
Tianyi Li, 28 ashi n desi ner ashi n esi n, ni ersit ast
nd n
My art and design teachers were really supportive of my interest in all things arty at Roedean in East Sussex. I had a great relationship with my art teachers – so much so that I still keep in contact with them after leaving – one even attended my show at Milan Fashion Week last September. My time at university was extremely important in developing skills in fashion because it was not just about design and sketching but also making, sewing and pattern cutting: very technical and hands-on. I found the process very enjoyable and rewarding. Then, at my BA show at Graduate Fashion Week I was scouted by Istituto Marangoni for a full scholarship to study MA Womenswear at their London campus! In 2018, I won the ‘I’m Alumni Collections Revolution’ competition by Istituto Marangoni which allowed me to showcase my work at Milan Fashion Week.
Toby Call, 29 ntre reneur s teri uti nar ni ersit rd ntheti ied i
he r , ,
How do you go from a passion for the complexity of the universe to the conviction that you make a difference in the world just by getting out of bed in the morning? St Paul’s School in London nurtured an inquisitive approach that took me down a meandering but formative academic path. From esoteric evolutionary theory at Magdalen College, Oxford to more applied synthetic biology at UCL, and hanging out with astronauts at the International Space University, before finally writing my doctoral thesis in Cambridge on coaxing electricity from bacteria, every university stage raised the bar for my aspirations. I’m glad I didn’t rush, as it meant I was able to meet my co-founders for Chronomics; a biotech start-up revolutionising preventative healthcare with epigenetics and AI.
WORK
Myles Hopper, 30, and Giles Humphries, 32 Entrepreneurs The University of Cardiff and Loughborough University
A shared love of sport and Edmund his co-founder wellness and inspired Myles and Flore de Taisne Giles to launch Mindful Chef
Following his time at Exeter School in Devon, Myles went on to study business at The University of Cardiff. While there, he pursued his love of sport, playing the highest level of 1st XV in his first year, right through until graduating. Myles then went on to play professionally in France and Spain before an injury ended his career. It was his time at Cardiff that piqued his interest in the health and wellness industry, and after retiring from rugby he became a Precision Nutrition coach and UK ambassador for Fitness First. Having worked in this industry for over a decade, Myles is able to draw upon client data and experience while running Mindful Chef’s brand partnerships, nutrition and content. Giles left Exeter School in the summer of 2004 and went on to spend three years at the world’s premier academic sporting institution, Loughborough University. While there, he studied sports science and business. It was this motivational sporting environment that led to Giles establishing a number of projects and business ventures while completing his degree. He scaled some of the universities most prestigious events, ran the national governing body for students’ snow sports and built up a heap of experience creating, marketing and scaling businesses. Upon graduating Giles took his marketing and sports interests to a role at Betfair, following this he moved to highly regarded marketing agency M&C Saatchi before finally taking the leap and creating Mindful Chef with his business partner and friend Myles in 2015. independentschoolparent.com
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NADIA ZAYAN This Christie’s Education master’s programme student is now gallery manager at Lazinc Sackville in London Describe your place of further education in three words Challenging, stimulating, rewarding.
Would you rather double maths or an afternoon of art? An afternoon of art without a doubt. London’s full to the brim with good galleries and amazing museums. There’s always something interesting to see wherever you are.
Where did you live and who did you live with? I lived at home and commuted to the campus daily.
Course work: all done by Friday night or left until the day of submission? I’d say neither. I’d always have things done in time, but I was never an all-nighter type of person. I think my approach was slow and steady, so depending on when my deadline was I’d do the assignment in small chunks and work every day a bit until it was all done.
What did you study? An MSc in Art, Law & Business. Who was your best friend? A wonderfully positive and intelligent lady named Nicky. She had previously worked as a family lawyer before joining the programme. She was so enthusiastic and had lots of positive energy so I always stuck by her. What were your student hangout spots? We spent a lot of time in the neighbourhood cafes near Christie’s Education. Which lecturer stays with you to this day? Giovanni Gasparini was an excellent teacher. As the director of the programme, I felt he had a deep connection to the content he was teaching us. He often challenged us during our class presentations, by asking tricky questions or being very honest with his feedback. However, this only encouraged us to improve. Virginia Damtsa also taught us our marketing module, and really helped me to think of art businesses from a more commercial perspective. I’d never studied this before and
I FOUND THE MORE CRITICAL FEEDBACK DIFFICULT TO SWALLOW when I first started, but with time I adjusted AND USED IT AS MOTIVATION TO IMPROVE MYSELF benefitted from exposure to this through her teaching. How would your lecturers remember you? I hope hard working and conscientious. Possibly also a little bit sensitive. I think I found the more critical feedback difficult to swallow when I first started, but with time I adjusted and used it as motivation to improve myself. Any funny moments? We had a fluke failed guest
lecture with an Italian man who spoke very dodgy English. The lecture was meant to be on cultural policy and was basically impossible to follow. I ended up in hysterics for the entire class.
What did you do upon leaving Christie’s Education? Before I graduated, I was certain that I wanted to work for an auction house, and while I still think it’s a great place to learn, I seem to have found my home in the gallery space. There’s something about meeting the artists and having direct contact with the art makes your work feel like it’s rooted in something special.
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voice to sharing that voice with the world. Class sizes are small with access to lecturers, tutors and professional technicians (who are often well-known practitioners in their field). They’ll understand your needs and skills and will aid your journey through challenge and support. Many of our staff are research-active – you’ll frequently have the opportunity to discuss your research-led practice at HCA with a range of tutors, lecturers and visitors. HCA students join a large creative community. Each course has an amazing network of alumni and professional contacts. Its well-developed connections in the region, London, and nationally, offer you invaluable You can explore different ways of working at HCA
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