Make the Future Yours! Issue 8

Make the Future Yours is published three times a year, to subscribe visit: www.makethefutureyours.com

Editorial Editor Claire Sutton

claire@makethefutureyours.com

@edfutureyours

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02394 004042

Publisher The Future BusinessLtd www.thefuturebusiness.co.uk

Welcome to Issue 8 of Make the Future Yours! The ultimate guide to help young people navigate the exciting realm of career choices and find their own paths to success.

We encourage you to keep an open mind, seize opportunities, and explore the uncharted territories that lie ahead. Let the stories of firefighters, sandwich courses, and esports professionals inspire you to forge your own path, armed with knowledge and passion.

Make the Future Yours! Issue 8 is here to ignite your curiosity, challenge your assumptions, and provide the insights you need to make informed decisions about your future. Remember, your journey is yours to shape, and this magazine is your compass to guide you towards a fulfilling and rewarding career.

So you think you know the Fire Service?

What would you tell your 15 year old self?

All at sea? Not necessarily!

The production of any material, whether whole or in part, is strictly forbidden without prior written consent of the publisher. The editor reserves the right to publish any letters and submissions. Prices and details are subject to change and The Future Business Ltd accepts no responsibility for omissions or errors. All materials sent at original owner’s risk.

© The Future Business Ltd 2023.

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Finance? What about it?

A Pathway Less Ordinary Eight Unusual Courses To Study

Sandwich degrees

A career where the grass is always greener

Engineering a great career

Share your story!

Your choices at the end of Year 11

Studying Esports

Useful Stuff: Key dates and more Careers in Architecture

Lab Technician Apprenticeship

Your mind matters

By Noni Needs

Know The Fire Service? So You Think You

The fire service is more than just firefighting. It’s about helping people in their hour of need. If the thought of going up a ladder or into a small space does not appeal then there is a whole host of support jobs in the fire and rescue service, for example work in a supporting role such as in the media team that explains the service to the public.

Chichester Fire Station Manager, Anton Mezzone, 44, said: “The fire service employs people from a broad range of different cultural backgrounds with different skill sets across the fire and rescue service. Over the last 15 years, more women are coming into the service. They bring key skills like empathy and different aspects of thinking about incidents and people might prefer to talk to a female at an incident.”

If you want to be a firefighter there are two main career paths. Firstly, what is known as a whole time position which is a full-time job, 24/7 shift patterns, 365 days a year.

Secondly, you can join as a retained firefighter. This is someone that might have another job and will be alerted if there's an

incident that requires them to come into the station close to where they live.

In West Sussex, 14 of the 25 fire stations are crewed by on-call firefighters.

Anton joined the Fire Service when he was 20 years old and has worked his way up to station manager via many other fire stations. He’s currently based at West Sussex Fire and Rescue Service in Chichester.

Anton said: “I was in my mid 20s, quite young, and I didn't know what I wanted to be at school. I went and got a job at a retail company just to make a bit of money and be able to pay my mum keep; to look after me, pay for food, because that's the right thing to do. At that time, one of my friends at work

©West Sussex Fire and Rescue Service

got into the fire and rescue service, and they regularly came to see me and give me an update on how they were doing and really pushed the positives of the job and it just sounded like the right way for me to go.

“So I looked into the opportunity and went through the processes. I put my name forward and the rest they say is history. Initially, I was posted up relatively close to London in a place called Horley doing a 14-week residential course.”

Here Anton learnt team building skills and all about fire equipment and how to use it.

During his career he learnt first aid skills to the level of an ambulance technician which he says are an empowering and enjoyable thing. It helped him prepare for his own family and to feel comfortable and confident if there was an issue at home, in giving them or anyone around him, first aid.

Anton went on to train as a crew manager and in incident command, which is all about giving people the skills to run an incident effectively and keep the crew safe. He then went on to teach future commanders how to be safe, effective and look after people as well. He’s also been a watch manager.

A watch manager on a station level is ultimately responsible for each watch where there are generally five watches at a fire station. There is red, green, blue, black and white watch. On each watch, there are five people, including a crew manager and a watch manager that make sure everything runs efficiently. He said: “Chichester is an amazing place to work, surrounded by lovely people at the top of their game hoping to go out on that red fire engine to help people. And that's ultimately why we're here.”

Competiton is fierce to become a firefighter, with a thorough application process, including cognitive tests to assess Maths and English skills, and problem-solving skills. There are fitness tests, physical-related tests, as well as interviews. Whole time firefighter recruitment happens every two to three years. You need to be 18 and have a minimum of five GCSEs grade 9-4/A*-C grade or equivalent Level 2 qualifications, which must include English and Mathematics.

For news on all fire and rescue careers, you can follow your local fire station on Twitter or Facebook and go and take part in an event at a fire station to find out more.

Fire & Rescue recruitment - West Sussex County Council

Anton Mezzone

©Noni Needs

What would you tell your 15 year old self?

We had the opportunity to talk to an experienced and successful group of business people recently and we asked them (if they had a time machine!) what would they go back and tell their 15 year old self? Looking back over their careers and experiences so far, the answers were very interesting. Here’s a selection of what they said.

The first question we actually asked our group of business people was whether they were doing the job now that they thought (or hoped) they’d be doing when they left school: a couple of people said ‘sort of’ but most said that they weren’t. That’s not to say that their plans were forced to change but rather that they had taken up opportunities that didn’t expect to have or just couldn’t foresee when they were at school.

“I realised quite early that being enthusiastic in a job will get you further; you can make mistakes if you do them genuinely. People want to see enthusiasm and hard work. You don’t need to have your whole career planned, just know what your next step is and see how much you can learn from it. People will respond to that. The first interview I went to, I spoke to the other candidates and they hadn’t done any research –I was amazed! Use any advantage you can.”

Jonny, 30s, Digital Marketing Specialist

“Make things a conscious choice; don’t just get on the treadmill because it’s what is expected. I worry that young people today expect to enjoy 100% of the job but that’s not realistic; you have to enjoy enough of it to make it worthwhile - but it’s OK not to enjoy it all.”

Clive, 50s, Business Consultant

“Don’t be afraid to go with your principles if something isn’t right; don’t change for anyone else but compromise where appropriate. I wish I’d been a bit more confident when I was younger; as you get older, you have commitments that might hold you back from taking up opportunities.”

Jane, 50s, Legal Specialist

“Listen to your Mum and have a plan B. I always knew I wanted to work for myself, but I didn’t know in what. I was a keen footballer and looked at going professional, so I was contacting clubs looking for contracts; I realised that those same networking skills are serving me well in business now.”

Dermot, 40s, Business Owner

“Try - and don’t be afraid to fail. Work out what you love doing and work out how you can get paid for it. I needed to become independent early in life but I realised I had quite high morals so I would leave if something didn’t work for me. I really enjoyed doing temporary jobs as they gave me the chance to try new things (but not get involved with the politics).”

Nikki, 50s, Coach/Business Owner

“Whatever you do, learn and have fun with it. I worked during uni’ holidays as a hospital porter. It wasn’t what I wanted to be, but we all made the best of it and learnt from it.”

“Who really knows what they want to do so young? Your parents don’t always know what makes you happy but take their support and the benefit of their experience. I got booted out of college but found a job through the job centre as a court clerk so I was issuing divorce paperwork at 16. I got to work other areas of the court and a firm of solicitors offered me a job. This meant I was able to train whilst working so got a better insight into the job than many graduates get. Whatever you do, do your best.”

Jason, 40s, solicitor

Tim, 40s, Business Advisor

“I got where I wanted to be largely by accident! When I was 15, I wish I’d understood who else around me was wise and listened more to them; I didn’t realise my Dad was as clever as he was until it was too late. I don’t regret my journey as I’ve learnt so much from it but it isn’t a ‘career-for-life deal’ these days. I also wish someone had talked to me about working for myself; you don’t necessarily need to work for someone else.”

Fiona, 50s, Style Consultant

All at sea? Not necessarily!

As a collection of islands with a coastline of over 11,000 miles, you would expect marine and maritime to feature strongly in our economy and it does! Estimates suggest it contributes over £50 billion per year and employs directly or supports jobs for over 1 million people. But what do those 1 million people do? We take a snapshot of the range of careers available including the large number that are available on-shore.

Maritime UK is the umbrella body for the maritime sector. They work alongside the shipping, ports, services, engineering and leisure marine industries to champion and enable a thriving maritime sector. Here’s our taster of the areas they cover.

Ports & Harbours

Every year, 65 million passengers and 500 million tonnes of cargo, which is around 95 per cent of the UK’s total imports and exports, move through UK ports. To do this, we require everything from deepwater container ports to small harbours, supporting all kinds of vessels: oil and gas

tankers, ferry and cruise ships, and every kind of commercial, military and leisure ships. Maritime land-based jobs will therefore include a wide range of skills, including engineering, warehousing, transport, planning, safety, security, and a host of other business areas. New apprenticeships and qualifications cover many of these areas.

Merchant Navy

The Merchant Navy is the collective term for our commercial shipping and includes a variety of vessels from cruise ships to tankers and cargo ships. It is a

technologically advanced industry which requires highly trained seafarers working across navigation, engineering, electrotechnical and on-board services disciplines. There are a variety of entry routes available to start a career at sea within the Merchant Navy, which includes fully sponsored training programmes and apprenticeships. UK seafarers are sought after all across the world and the range of skills they acquire during their training enables them to thrive in a competitive industry.

Workboats & Tugs

A workboat is a general term for a wide variety of vessels, from tugs and harbour launches to larger multicats and the fast crew transfer vessels. These workboats usually work with small crews of 2-6 people, covering the wide variety of duties required. They may work with a range of contractors on projects like port construction or infrastructure or the offshore energy industries, constructing and operating offshore wind farms. Another key vessel is the Harbour tug, which will assist larger ships to manoeuvre in confined water and berth safely. The work tends to be quite varied allowing crew to quickly gain a wide range of experiences.

Inland waterways

Our Inland Waterways include lakes, lochs, canals, non-tidal rivers, tidal rivers and estuaries, essentially any marine area or waterway not classified as being ‘at sea’. A significant amount of commercial trade and activity takes place on our Inland Waterways, including passenger and freight movement. Again, the skills required vary enormously, from management and administration to onboard and customer services.

Engineering

Engineering is all about solving problems using specialist technical and practical skills. It’s all about maths, science, research, prototypes, design, maintenance and production. Marine engineers are involved in the design, construction, installation, operation, maintenance and repair of everything from the main propulsion engines to auxiliary machinery and systems found in all kinds of ships. Depending on their employer, they may also be

responsible for land-based equipment such as cranes and carriers.

Naval Architecture & Boat Design

Naval architects are primarily involved in the design of vessels which move just above, on or under the sea, such as tankers, passenger ferries, warships, drilling platforms, submarines, hovercraft or yachts. Their work includes planning the construction process, the supply of materials, fitting-out and testing. There are also specialised technical problems to be solved in areas such as cargo handling. Some naval architects advise on the repair and maintenance of fleets. Some shipping organisations may also employ a naval architect Make The Future Yours! Issue 3 5 as a ship surveyor, to monitor a vessel throughout its life to ensure that it is safe and seaworthy and meets other statutory rules and regulations.

Shipbuilding & Boatbuilding

Shipbuilding is the business of building large oceangoing vessels usually of steel. Boatbuilding is the term used for the construction of smaller vessels from materials such as wood, steel, aluminium, glass fibre or new composite materials. There are opportunities in ship and boatbuilding at every level. In the UK, there are a small number of shipyards engaged in building large ships, from specialist vessels such as the RSS David Attenborough, or ships for the Royal Navy. There are also a number of smaller shipyards building smaller vessels such as tugs, ferries, fishing and survey/research vessels. Boatbuilders construct boats typically up to about 50 metres in length, both boats for leisure and small commercial craft. Supporting shipbuilding and boatbuilding are also many manufacturers of marine equipment such as sails, engines, electronics and boat fittings.

Superyachts

A superyacht is, by definition, any yacht over 24 metres in length, which is about the length of a tennis court. Owning or chartering one of these multi-million-pound superyachts is the domain of the rich and famous, but behind the glamorous façade is a whole team of workers keeping everything ship-shape. The number of superyachts being built is increasing each year, and there is now a shortage of skilled workers to crew, run and maintain them. Working on a

superyacht is certainly not a holiday, but the rewards can be generous and it’s a great way to see the world in style.

Marine Science

Seventy per cent of the Earth’s surface is covered by oceans and seas and we rely on them for important things such as food, energy sources such as wind power, oil and gas, and tourism revenue. As an island nation, we are responsible for the health of a sea area over three times larger than our land area. Marine scientists therefore play a really important role in research, analysis and forecasts in relation to the oceans, their life forms and coastal areas. Marine scientists are usually employed by universities, international organisations, commercial companies, government agencies, not-for-profit organisations and marine research institutes. They might specialise in one particular area, such as coastal management, fisheries biology, mathematical modelling of ocean change, ecosystem dynamics or chemical risk assessment.

Sea Fishing & Aquaculture

Seafood is a multi-billion-pound industry in the UK with the total purchases of seafood in the UK worth £5.84 billion in 2010. To go to sea on a commercial sea fishing vessel, individuals must undergo training in basic sea survival, firefighting and first aid. Landbased aquaculture organisations, such a shellfish farms or fish hatcheries, require a slightly different set of both business and practical skills.

Business Services

As well as frontline staff, like crew members, shipowners need effective shipbrokers, lawyers, bankers and insurers. These business services – many with a global reach – are a vital part of the maritime industry, and a vast number of service companies are based in London and across the UK. For example, London has the highest

concentration in the world of solicitors, barristers and arbitrators specialising in maritime issues and dispute resolution. Many people enter these sectors after a career at sea, but many more choose to enter shipping after achieving professional qualifications. It means graduates in law, economics, finance and many other disciplines, who may never have thought about a maritime career, find themselves becoming a crucial part of the industry.

Royal Navy

The Naval Service is a team of over 30,000 men and women from all walks. They are one of the UK armed forces who could be deployed anywhere in the world to do what it takes to protect our nation’s interests, support the enforcement of UN resolutions, and aid the UK’s allies. However, they also play an important role in preventing conflict, supporting international partners around the globe and providing humanitarian assistance in times of crisis.

To read more about maritime careers, go to www.maritimeuk.org/careers

And there is more information about careers in the Royal Navy on their website, www.royalnavy.mod.uk

FINANCE? What about it?

50/30/20 rule

Align your goals with your spending habits by using this rule. Divide your wage into three sections:

50% - goes on essentials like food, rent, bills and commuting.

30% - on any hobbies, eating out or shopping

20% - goes into a savings pot, emergency fund or investments

What is an emergency fund?

Have you started an emergency fund?

Itʼs essential to have something like this in place if you can. Make it a nonnegotiable fund thatʼll be there to save you.

It gives you a safety net to fall back on if things goes wrong.

Income streams

Having one career for life is soon dying out as a way of living and now small businesses and entrepreneurship are taking control.

Having a side hustle can be a great way of earning some extra money, even if you have your full-time job as your main source of income.

Here are some ideas:

• Food delivery services

• Blogging

• Tutoring

• Car rental services

• Selling artwork

Don’t fall for social media

Itʼs so easy to get sucked into believing everyone else can afford to do amazing trips, buy expensive clothes and buy a house just like that. However, social media doesnʼt always show the truth behind everything and itʼs okay to go at your on

By Kirsty Ackah

A Pathway Less Ordinary Eight Unusual Courses To Study

Deciding what to study at university can be daunting and often difficult for many young people. Whether there could be pressure from parents and peers alike, or you think your interests could be too left-field for the academic world, fear not… we have compiled a list of the eight unusual university courses that could be just the ticket you need for your future plans.

Viking and Old Norse Studies

Whether it was the Netflix series Vikings that piqued your interest in Nordic history, or perhaps you just love History, English Literature and foreign languages, this may be the course for you. The four-year programme is tenured at University College of London. According to their website, students learn all about the Viking Age through mediaeval and modern Scandinavian languages, Old Norse literature, and history. You’ll also be able to get a feel for the countries, spending your third year abroad in Denmark, Iceland, Norway, or Sweden.

Viking and Old Norse Studies BA | Prospective Students Undergraduate (ucl.ac.uk)

Circus And Physical Theatre

Sick of juggling retail jobs and coursework deadlines or ever thought about running away to the circus. Why not consider studying Circus and Physical Theatre? Practised at the world-renowned centre, Cicromedia based in Bristol and is accredited by Bath Spa University. The course helps develop pupils' physical and performance skills and gives them the tools to develop ideas and concepts.

Circomedia: Centre for Contemporary Circus and Physical Theatre

Ethical Hacking

Ethical Hacking may sound like an oxymoron, but this ‘unusual’ course has grown in popularity and career prospects

over the years is undeniable. In this new digital age, ethical hackers are employed to test the data security for major corporations. The course has been ranked top five in the UK for course satisfaction and can be studied in universities all over the UK, including the University of Huddersfield.

https://www.hud.ac.uk/open-days/ undergraduate/?utm_source=bing&utm_ medium=cpc&utm_campaign=uoh-search-P1openday2023&msclkid=303b65a50ad619b4916a01c3721 28b18

Horology

Horology is a questionable name for a university course, but it is not what you think it means. Horology (you guessed it) is the study of the evolution of designs and materials of clocks and timepieces. As part of the School of Jewellery at Birmingham City University, the unique subject provides students strong career prospects with employers such as Cartier and Rolex.

Horology - BA (Hons) - 2023/24 Entry | Birmingham City University (bcu.ac.uk)

Parapsychology

If you love films like Paranormal Activity, cult classic, the Exorcist or are convinced the dark shadow in your room is your late grandmother, studying Parapsychology at the University of Edinburgh might be the course for you. Students delve into the history and psychology of magic, and all things unseen.

Parapsychology | The University of Edinburgh

Ditch the life of boardroom meetings for the board. If surfing is your passion, Cornwall College offers a level five Surf Science degree. The programme is taught by surfers and industry experts. Learn all about Surf Culture, Anatomy, Physiology, Biomechanics, Coaching and Wave Mechanics.

FdSc Surf Science degree - Cornwall College

Prop making

Got a knack for arts craft, why don’t you prop ‘til you stop at the Prop Making course at The Royal Centre School of Speech and Drama. The three-

year course studied at the Royal Central School of Speech and Drama helps develop your knowledge on aesthetic and technical design. The course offers placements in the theatre industry to help build your CV before you have completed your degree.

Prop Making, BA | The Royal Central School of Speech and Drama (cssd.ac.uk)

Dairy Herding

We herd it through the grapevine that you are passionate about the dairy industry! With society fully emerged in the digital age, farming has been said to be a dying industry. The College of Agriculture, Food and Rural Enterprise (CAFRE) Dairy Herd course teaches students how to optimise innovative technology to international trade delegations.

CAFRE Dairy Herd | Greenmount CampusCAFRE

Surf Science

Sandwich degrees: the hearty filling to your academic studies?

Often known as a ‘sandwich’ course, undergraduate degrees in applied or vocational subjects can include the option to have a year in industry, usually taken between years two and three of academic study. But do they just delay your graduation or offer vital experience? We spoke to one student to get his views.

Hi, I’m Dan and I’m in the final year of my Digital Marketing BA (Hons) Degree at the University of Portsmouth. I had the opportunity to take an industry year last year and I’m so glad that I did!

My journey to university wasn’t as straightforward as many people’s. After school, I did a BTEC in Construction Management but quickly realised it wasn’t for me. I did finish the course but looked for opportunities in different areas for afterwards. I spotted an advert for an Advanced Apprenticeship in Marketing in the Marketing & Admissions department of the college I was already at. The idea of organising events, managing social media and learning about websites sounded interesting so I applied and got the job!

I spent the next couple of years working with the lovely team at college, getting more experience of marketing from my job and learning about marketing theory through my Apprenticeship. I realised I was enjoying my studies; although I hadn’t particularly been interested in higher education before, I realised I did want to learn more about marketing. Some of my friends had gone to

Uni and I knew they were enjoying it, so I thought perhaps now was the right time for me. Coming to the end of my Apprenticeship, aged 19, I applied to Portsmouth and got an unconditional place.

During the first year of my course, I was aware of the option to do a ‘year out’ in the third year but I didn’t really think about it much. I’d just spent two years in a workplace so it wasn’t really on my radar. And I certainly hadn’t applied to Portsmouth specifically because it had a placement year option. But in the second year, we had some specific tutorials on preparing for work and for a placement year if we wanted it; we covered things like CV-writing, establishing your LinkedIn profile and getting ready for professional life. I started to think about the idea again and decided it would be interesting to see what marketing was like in a different type of industry, so I decided to apply.

Initially, I set out determined to get a placement with a big, well-known company –I think because I thought they’d have a big marketing budget to spend! It was certainly very competitive: there was usually an

interview or two and some tasks set, it was quite a long process. I got turned down for two roles and I was really upset by that. But I’m a pretty positive person so I decided to take it as a learning experience, and it did help me understand where I might not have been getting things quite right.

I also had a long chat with one of my tutors. I had been set on working with a large firm but my tutor helped me to see that there could also be a lot to learn in a small business too. I started to broaden my search and applied to a really small company in the healthcare industry. Third time lucky - or it was for me!

I have to say – in spite of the pandemic hitting half-way through – I had a brilliant year. Very quickly, I was given lots of responsibility for their marketing, almost complete creative control, which was amazing. I think they could see I felt confident and ready, so they usually just let me get on with it: email campaigns, graphic design, blogs, events, networking, content-writing. I felt like I was expected to have some knowledge, I wasn’t an apprentice anymore, so I wanted to go in and hit the ground running. I feel I did that - but every day was a learning curve.

Being in a small company certainly meant I got to experience all aspects of marketing in a way that I am sure I wouldn’t have done in a bigger

company. In fact, I got the full small business experience, even helping pack boxes in the warehouse if there was a rush on! And I never felt like an intern, I was always made to feel like a valued member of the team.

I think I was also right to pick a different industry for my year out. It gave me insight to marketing to businesses not just consumers, as well as the legal and regulatory issues around the world of medicines and healthcare. It certainly helped me brush up on the clarity and effectiveness of my communication skills!

Although I’d worked before, I still got lots from the year. I was a few years older by then and the organisation was really different from where I’d worked before. Of course, once the pandemic hit, I finished the year working from home, which was tough. I had to induct the person who was taking the placement after me over Teams, which was hard for us both. And I missed just grabbing a coffee with my colleagues.

From a practical point of view, this was a paid placement year, so it meant I had a bit of financial stability. When I’d been doing my Apprenticeship, I was still living at home, so this was the first time I’d felt I was in control of my own finances; I felt like an adult, paying rent and my own bills. And, after two years as a ‘poor student’, I felt independent and glad to have the responsibility. I was also able to save

quite a lot too, so that helped going back to into my final year. The University of Portsmouth run the placement year as an extra qualification in professional practice. I kept an eportfolio of my experiences (which has been useful to look back on) and it means I get an additional qualification too.

Coming back to Uni for the final year, it seemed like everyone else had had a great placement, too; no one had any horror stories. I think we all came back very focussed. Our conversations now, in group work and seminars, are so much more professional. We’d all done really different things, so we’ve brought back what we learnt to our classes and are gaining from each other’s experiences. And it feels like we’re all more connected now.

I don’t think experience is never wasted! It all helps you stand out. When I come to applying to jobs after Uni, I know is going to be a big help. I know a couple of people who graduated last year with First Class degrees but how still haven’t got jobs – and they didn’t do placements. The year also opened up some opportunities and built my confidence to do a bit of freelance marketing to boost my income and my experience until I finish.

If anyone is thinking about their degree options, I would say pick one with the year out! My placement year has my degree; seeing what I action has been so think it has also been my personal growth, working with others ownership of tasks. I switched on to ready to graduate!

Fellow marketing student, Tetiana, adds:

"Through all the exciting projects I worked on during my placement, I developed communication, negotiation and project management skills. My role was focused on campaign coordination, data analysis and reporting. I am very grateful to have had the pleasure to learn [from] and work with amazing people. It was

ENTERPRISE ADVISERS

Helping schools and colleges shape futures

The Solent Careers Hub works with the region’s schools and colleges to help prepare young people for their next steps.

Our Enterprise Advisers are professional people from across all kinds of businesses who support staff responsible for careers guidance.

Each adviser works directly with the education provider to help enhance careers strategy, delivery and opportunities for young people, using their own experience and expertise from within their sector.

This means that schools and colleges are up to date with the labour market, young people can learn more about jobs and career paths to help them make decisions, and businesses have the opportunity to highlight what skills they’re looking for.

Ask your school or college what opportunities are coming up through their work with a Solent Enterprise Adviser.

Meet Enterprise Adviser – Jade Fuller

Jade has been an Enterprise Adviser since 2020, and currently works with the post-16 team at Great Oaks School, a special educational needs school in Southampton.

Asked why schools and colleges need such help from employers and business volunteers like her, Jade says:

“They need it more than ever to ensure young people don’t miss out on opportunities to experience the world of work. Enterprise Advisers keep the lines of communication going between education and employment. Sometimes just listening to ideas or asking questions to check the activity aligns with wider outcomes or aims can be what the school or college needs -a critical friend with an outside perspective.”

Solent Enterprise Advisers work across Southampton, Portsmouth, Eastleigh, Fareham, Gosport, Havant, New Forest and the Isle of Wight.

or email careers@solentlep.org.uk

A career where the grass is always greener

We’ve spoken to Ann, an apprentice working in horticulture for the City of London City Gardens. Here’s what she had to say.

The horticulture industry employs 568,700 and contributes £24.2 billion.

“Hello, I’m Ann and I’m a Level 3 Team Leader apprentice. I am studying for my Horticulture Supervisor qualification at Capel Manor College.

“I had quite a varied career before deciding to try something new. I studied fashion and design and worked as a theatrical costumier, making costumes for productions like West End shows Wicked, Thriller and Phantom of the Opera. It could be very exciting but, after nine years mostly working indoors, I decided I wanted a change and to try something new – but I didn’t know what! I have had an interest in gardens for as long as I can remember, but I hadn’t even considered a career in horticulture. It was never something that was even talked about at school. With a

little research I decided to go for it. After all, I’d still get to use my attention to detail and design skills, but with plants instead of fabric.

“Going back into full-time study was not an option, as I had bills to pay by then. I had assumed that Apprenticeships were just for school or college leavers so I was pleased to find out that I could apply for one too! An apprenticeship gives you a real hands-on practical experience in a real job role, learning the right skills in the right environment. This was very important to me as I felt I needed to get a feel for the industry not just the subject in a classroom environment. With City Gardens, I first completed my Level 2 Landscape Operative apprenticeship and then there was an opportunity for me to go on to do the Level 3 Supervisor, which is what I am currently working towards.

“There is no such thing as an average day in my job! Most of the time I am outside, which I really love. The City Gardens team I am part of are responsible for green space management of around 170 sites within the London Square Mile that includes gardens, churchyards, planters and street trees. A lot of our work involves general maintenance such as weeding gardens and keeping green spaces and walkways clear of debris and litter. We also provide plants with appropriate seasonal care, cut hedges and lawns, look after flower borders and prepare and plant our seasonal displays. We are also involved with different project work throughout the city such as planting street trees and the redevelopment of different areas.

“I currently supervise four Level Two apprentices, so I also support them with their studies, providing them encouragement, feedback and suggestions for their development. I will arrange training on different pieces of machinery for them and organising their appraisals and onsite practical assessments.

“One of the things I enjoy about my job is working within a great team. When I first started, I was new to horticulture with no gardening experience. I doubted my abilities and questioned myself throughout my apprenticeship. But the team I was working with really supported me and I was able to learn so many skills that will help me in the industry. I have found the people I have come across in this industry to be very welcoming and helpful they are eager to pass on their knowledge.

“I also absolutely love seeing the plants change throughout the seasons. I am constantly learning new plants and, although I find the Latin scientific names challenging, it’s very enjoyable

being able to recognise plants when I am out and about.

“I have discovered there are many skills you will gain when going into this industry. Each sector uses a range of specialised technical skills. However, the one thing I have learnt from my tutor at college is that they are all underpinned by the basic horticultural science including skills of soil and water management, plant nutrition, pests and disease management, and plant knowledge. You can decide to have a basic understanding of these subjects or delve into them in more depth, but at the end of the day having this basic understanding will make your daily tasks much easier and more enjoyable. There are of course lots of practical skills that are unique for example the different pieces of horticulture machinery.

“The horticulture industry in the UK employs over half a million people and contributes £24.2 billion to our economy so it is a really important, worthwhile sector. It’s not a ‘last resort’ for those who have failed academically. A job in horticulture provides a salary that is sustainable. It's a highly skilled profession and most of the gardeners I know have a string of qualifications to their name. It’s not just for young men who climb trees with chain saws and it’s one of the most popular ‘career change’ industries for older people too. You could work as a garden designer or professional gardener, in a retail plant nursery or garden centre, manage or work in a historic garden or a big garden; you could be a landscaper, or go into plant science, forestry, park keeping and more. There are so many roles to choose from!”

For more information visit www.golandscape.co.uk

Engineering a great career

About 95% of all UK imports and exports are transported by sea, with our busy ports contributing around £7.7 billion value to our economy. As one of our deep sea ports, capable of handling today’s supersized cargo and container ships, the Port of Southampton sees an average of 33 million tonnes of goods pass through it each year. The Port of Southampton includes the second largest container terminal in the UK, operated by DP World, the global logistics business. And it takes a whole range of skills and people to keep such a busy terminal running. We catch up with two of their team.

Luke Oates and Shane Dunkason are both former engineering apprentices, now working in senior engineering roles at DP World Southampton. We asked them what part they play in the smooth running of the container terminal, and how they got where they are today.

What is your job now?

Luke: I’m a Planned Maintenance Engineer but my primary focus is on reliability, looking at things like preventing equipment breakdowns before they occur. You can imagine how costly it would be if, say, one of our huge quayside container cranes stopped working and were unable to unload a ship! My current role is a new position where I can use cutting edge technology to help detect problems with our equipment such as ultrasound, vibration and thermography. For example, by the time you can hear a bearing in an engine making a funny noise, it’s likely done some damage and you’ll probably have to strip it all to replace any damaged parts.

However, if I can use ultrasound to detect unusual noises even before you can hear them with the human ear, we can probably solve the problem before it does unnecessary damage. I learnt about lean manufacturing techniques on my degree and I was always interested to see how it might apply in engineering. Now, I’m in a position to implement some of those ideas.

Shane: I’m one of two Asset Managers here; I look after our quayside cranes and various other equipment on site while my opposite number is responsible for our fleet of straddle carriers. After my apprenticeship, I stepped up to supervise a planned maintenance shift. That lead to the opportunity to oversee the build of two new quayside container cranes in 2018 – a fairly rare opportunity – dealing with colleagues, contractors and an assortment of planning and scheduling issues. In 2019, I was given the opportunity to become a Scheduling Engineer, planning our maintenance priorities on all our equipment. Not long after that, DP World Southampton had a bit of a restructure and the Asset Manager roles were created, so I applied for one. I get to work quite closely with Luke as he comes up with initiatives that our maintenance teams need to implement. It feels like we’re pushing ahead with things

and I enjoy the challenge of setting up new systems and processes.

What was your first job?

Luke: My first job was actually with DP World, about eighteen years ago! When I left school, I knew I wanted to go into engineering so I looked for some apprenticeship options. ExxonMobil are a large employer round here so I did apply there; my twin brother got offered that job ahead of me but fortunately I had applied to other places and was recruited by DP World. Now, I’m glad it worked out that way as I did a multi-skilled engineering apprenticeship, including skills such as fabrication, mechanical, electrical and electronics, and was offered the opportunity to do a degree afterwards even before Degree Apprenticeships formally existed. The opportunity to stay at DP World after my apprenticeship was fortunately available and so I was able to join a maintenance engineering shift, which pays really well! Without that hands-on experience, I don’t think I could do my job today anywhere near as effectively and competently.

Shane: Yes, like Luke, I joined DP World as a school leaver on an engineering apprenticeship and my older sister did her apprenticeship with Exxon! I had the same broad training as Luke, and we both went on to do degrees in Mechanical Engineering with Business at Solent University. For me, the degree was almost a ‘back up plan’, in case I didn’t want to still be working on my tools in my 40s. Fortunately, the opportunities within DP World Southampton have meant that my career could progress, through shifts and supervisory roles, without needing to look elsewhere.

It sounds like you would both recommend the Apprenticeship route! Luke: Yes! What have you got to lose by applying for an Apprenticeship? I remember working out the pros and cons between apprenticeships and college, and the apprenticeship won hands down. College was just like going to school again, just without the uniform, but the apprenticeship was a real

responsibility and a great way to earn good money straight from school. If you’re ready to step up into the challenge of the big world, I would say than an apprenticeship is for you. I don’t know anyone who has regretted doing an apprenticeship. I’m proud to work here; it does feel like a privilege to work at a well-known local company.

Shane: Yes, I would too! At school, there was minimal advice on apprenticeships, everyone was pushing me towards college and apprenticeships were an afterthought. But it was the other way around for me – an apprenticeship was my first choice option. My parents were really supportive (my Dad was an engineer too) so I applied everywhere to see what I could get. Even if I didn’t get offered the apprenticeship, I knew I would get great experience of the recruitment processassessments, interviews etc. An apprenticeship is quite a step up from school; it can feel like a whirlwind and I think you grow up quickly. We spent our first year in a training centre, which helped, but I’m not sure how they could have prepared us for coming on site, with all the enormous kit we have! It probably wasn’t until towards the end of my Apprenticeship when I realised quite how good it was; friends from school were doing part-time jobs to earn some money, and some came out of university still not knowing what they wanted to do. I think an Apprenticeship gives you purpose. I think Luke and I would agree that, once we started our Apprenticeships, we’ve never looked back; it’s always forward to the next challenge.

Meet our… Apprentices

We Want to HearYour Journey

Calling all trailblazers, dream chasers, and success stories! We're on a mission to uncover the remarkable narratives that have shaped incredible careers. Whether you're a seasoned professional or just starting out, we want to know how you arrived at the fulfilling career you're in today and the inspiring adventures that followed your college/university days.

Here's how you can participate:

1. Share your story. Craft an account of your journey from college/university to the career you're in now. Highlight the pivotal moments, mentors who shaped your path, and the lessons learned along the way.

2. Submit your story to hello@makethefutureyours.com. Don't forget to include your contact details so we can reach out to you if your story is chosen for further recognition!

3. Inspire others. With your permission, we'll feature selected stories on our website and social media platforms, showcasing the remarkable diversity of career paths and experiences. Your story could inspire countless individuals who are searching for their own path.

Your choices at the end of Year 11

Most people will leave school at about 16 and continue in some sort of formal training for a further two years. Essentially, this means two options: stay in full-time education, or mix working and learning through something like an apprenticeship. Since 2015, in England you must remain in education until you are 18. Here is our round-up of all the options after Year 11!

Full-time education

Around 80% of 16–17-year-oldswillcontinue their education full-timeby choosing to stay on at school or go to college. Sixth Form, Further Education and University Technical Collegesare all viable options.

A Levels

For many considering University as their next step, A Levels remain a popular choice. Entry will usually require good passes at GCSE in English,maths and subjectsrelated to what you want to study at ALevel. Typically,you get to pickthree subjects (sometimes four) and will study them for two years. These three or four subjects will fill most of a college week, with some gaps for self-study,sports or other qualifications.

International Baccalaureate (IB)

Around 130schools and collegesin the UK offer the International Baccalaureate. Their Diploma Programme allows students to studythree subjectsat advanced level and three to standard level over two years. Students will also study a ʻtheory of knowledgeʼcomponent and produce a 4,000word extended essay.

T Levels

A relatively new qualification,available only at the moment in England,TLevels are designed to combine the ‘academic rigour’of an ALevel with the applied knowledge of vocational qualifications. For example,ifyou chosea T Level inEngineering,you wouldalsoneed to studysubjectslikeMaths and Physicsto ahigher academic level.Youchoose one TLevel subject, which willfillyour collegeweek,and assessment isa mixtureof practical,assignmentand exam.

Vocational or applied qualifications

There are many types of vocational qualification now available, with names like BTEC and City& Guilds perhaps being the most widely known. These are the names of different AwardingBodies and others do exist. They are often assignment-basedor practical, with less emphasis on end-of-yearexams. If you didn’tdo quite so well in your GCSEs, you could gointo a one-yearLevel 2 course. If you’vecompleted a Level 2 or you did well in your GCSEs, you could go into a two-yearLevel 3 course (at the same academic level at A Levels).

Mix work and learning

For most 16-year-oldswho decide not to stay in full-timeeducation, an Apprenticeship will be their first choice; an opportunity to start earning some real money alongsidestudy towards their chosen career path. For those who don’tquite know what industry area to choose, a traineeship or supported internship would be a good way to try something and find out.

Apprenticeship

An apprenticeship is usually a full-timerole where you not only learn by doingthe job but are paid to studytowards a relevant qualificationthe equivalent of one day a week (20% of your workingtime). There is no set time of year to apply for an Apprenticeshipso it’sworth starting a year ahead as some employers really do liketo getin early. An Apprenticeship has to be a minimum of one year but some – at higher levels – can be up to 6 years. Most employers like to keep their apprentices after they have completed so you are likely to qualify with experience, qualifications and a job.

Traineeship

A Traineeship is a tailored programme, available in England only, that can last from just 6 weeks up to one year, depending on what you need. All traineeships have three, flexible elements: Maths and English support if you need it; CV, application and interview support, to help you in applying for your next step; and a work placement. For most Trainees, the placement is the really attractive element, and they will use it to gain experience of a real workplace. Your Traineeship provider can help you find a placement and you can have just one employer or try out several to get a feel for different areas.

Supported Internship

A supported internship is for any person aged between 16 and 24 who has learning difficulties or learning disabilities, who wants to get a job and needs some extra support to do this. To be eligible you need a Statement of Special Educational Needs and Disabilities (SEND), a Learning Difficulty Assessment, or an Education Health and Care Plan. Your provider (typically your school or college) will put together a programme that gives you the training, support and work skills you will need to get a job. You will also get some work experience with a real employer, who will train you to do a job role and learn the skills needed for work. Typically, internships last up to 6 months, with the goal of moving into a job or Apprenticeship at the end of that time.

Part-time study

In some cases, and if none of the options above suit what you want to do, you can spend 20 hours or more a week working or volunteering as long as you also complete part-time education or training at the same time. Talk to your school or college about what study options they have available that would fit this model for you.

By Thomas Hanway

Studying Esports

“When I was younger my mum and dad would always tell me gaming was going to get me nowhere - whenever I see them… I always bring up that now I’m teaching Esports and it's a huge industry.”

So says Martin Birch-Foster, the Esports and IT Leader at St Vincent's College, Gosport, who takes great pride in teaching students how to turn a passion for gaming into a career.

Esports is the competitive playing of video games, such as Rocket League, Overwatch, FIFA and Fortnite to name a few.

St Vincent’s started Level 2 and 3 Esports BTEC courses in 2021, and currently have around 60 sixth form students between the courses.

Martin said, “when everyone hears of Esports, you're just thinking of playing games but actually the Esports course itself has a lot of business elements to it, it has a lot of media elements, it has a lot of sporting elements, then you've got the IT.”

“So actually what you've got is an amalgamation of different aspects, different courses going on there.

“Of course the health and fitness side - our teacher Matt will explain to the students how they stay fit and healthy, it's actually a mandatory unit within the course.

“So there's a huge amount that goes into Esports which the title doesn't always do it justice with.”

The British Esports Federation, the people that oversee education in Esports in the UK, made the framework for the BTEC course, including 20 units, ranging from 'Introduction to Esports' to 'Games Design' to 'Psychology for Esports Performance'.

“It's great to see that Esports is taken seriously now... the positive elements of it are being showcased and it needs that continuation,” Martin continues.

“Dell saw that we were getting involved in Esports and we were doing it from a special education needs side of things, getting students that can't traditionally play in

sports, or other activities, getting involved in Esports and playing against other colleges up and down the country.

“They weren't set on winning, they were just wanting to get involved with playing as a team, learning about communication, learning about teamwork, learning about their social skills and developing those.'

“I think we're going to see [Esports] stay steady, if not grow higher... it's getting to a point now where parents are becoming more susceptible to it.

“They're actually looking at this and thinking 'well it is a legitimate course now, we can see our students or our young person getting a career here'.”

“Showing them all of this, they start to realise that amalgamation of courses will actually enable them to go onto other courses at university.

“They can go on to do whatever they want, if someone wants to become a coach playing football and they've studied esports, well of course they can they know about coachingthey know how to motivate someone, they know about looking at strategies, all they're doing is changing that scenario.”

As video games eclipse the competition, worth annually more than books, film and music combined, according to CyberGhost, Esports, too, grows in kind with the entertainment juggernaut.

The League of Legends World Championship finals drew in 5.1 million simultaneous viewers in 2022, with 142 million hours of play watched over the course of the tournament.

Participating teams at Dota 2's 'The International' 2021, took home a collective $40 million, with over $220 million paid out over its running time.

St Vincent’s offers three types of Esports course, a Level 2 Esports & IT vocation, a Level 3 Double Award Esports vocation and a Level 3 Triple Award Esports vocation - all for sixth form students.

Level 2 requires five GCSEs at grade 2 or above, and both Level 3s require five GCSEs at grade 4 or above.

Key dates and more

Architecture Careers in

Architecture could generally be explained as both the art and the science of designing buildings. Surely every architect’s dream is to build not just a beautiful building, but one which also satisfies its purpose most efficiently? And managing these two, often conflicting goals, is just the start of an architect’s task; no wonder they traditionally take years to qualify.

Architecture in the UK is a regulated profession. This means that a central body ensures only suitably qualified and registered people are allowed to work in the profession and to call themselves an Architect; the term ‘Architect’ is protected by law. Regulated professions are generally those where legal or professional standards are vital and include solicitors, doctors and teachers. There were around 56,000 Architects registered and working in the UK in 2020 but the demand for skills means that professionals are regularly recruited from abroad too.

To work as an Architect in the UK, you need to have qualified and be registered with the ARB, the Architects Registration Board. You could also choose to work as an Architectural Technologist, becoming a professional member of CIAT (the Chartered Institute for Architectural Technologists). We’ll look at the difference between an Architect and an Architectural Technologist later in this article.

To qualify as an Architect, the traditional route is a combination of university study and practical experience, taking at least six

years overall. A student will start by completing their undergraduate degree in Architecture on a RIBA (Royal Institute of British Architects) approved course. These are typically three years of full-time study, but they can sometimes be completed on a part-time basis; some courses even include time spent studying abroad. This first stage is known as RIBA Part 1.

After this, students need to complete at least one year working in practice. This needs to be under the supervision of a qualified architect or other construction

industry professional. Placements for this year can be highly competitive so it’s worth planning ahead.

The good news is that you will be paid on placement, so some students choose to spend more than one year working in order to gain more experience and save up some money. Your experiences during your placement need to be recorded and supervised by a Professional Studies Advisor, but they also count towards your application for professional registration later on.

Having completed a minimum of one year in practice, students then return to university to complete their RIBA Part 2, typically for a further two years. This can either be at the same institution where you studied Part 1 or somewhere new (make sure you apply in good time!). This course results in the next qualification (and more letters to write after your name), typically BArch, MArch or a Diploma.

After completion of Part 2, there is a requirement for further practical experience; this time, the recommended minimum is two years. Many students take this opportunity to work in a different kind of organisation or architectural practice than they did before, in order to broaden their experience as widely as possible. There is even the opportunity to work abroad at this stage, although at least one year must be spent working in the UK. Again, you will be paid on this placement and you will likely be given even greater responsibilities, although still under the supervision of a suitably qualified professional.

During this practical experience, you can begin working towards your final professional qualification, known as RIBA Part 3. This course is often studied parttime whilst continuing to work and covers areas such as management and law. At this stage, you can also apply to become an Associate Member of RIBA and access the support that they offer.

When you have successfully completed the RIBA Part 3 assessments, you can apply to register as an architect with the ARB.

You are also eligible to become a Chartered Member of the RIBA and, if appropriate, as well as your local professional body in your 8 32

home nations: RSAW, RSUA, RIAS.

To continue to work as an Architect, you must remain registered with the ARB; although you do not have to have RIBA Membership to practice, many choose to do so, to retain their Chartered Architect status and for the support available.

In England, and hopefully soon in Wales, Northern Ireland and Scotland, in addition to the largely academic route, there are now two Degree level Apprenticeships that will allow an individual to qualify as an Architectural Assistant or Architect. The Architectural Assistant is a Level 6 Apprenticeship (degree equivalent) and will allow a successful candidate to achieve their RIBA Part 1 qualification after A Levels, whilst gaining practical experience at work. The Architect Apprenticeship is a Level 7 qualification, which allows candidates with their Part 1 to work towards RIBA Parts 2 and 3 whilst working. Both Apprenticeships were launched in 2018, having been developed alongside some award-winning architectural practices and respected construction firms, including Foster & Partners, Allford Hall Monaghan Morris (AHMM) and ARUP.

As well as Architects or Architectural Assistants, there can be a number of other professionals who design buildings. These include Architectural Technologists, Technicians and Architectural Designers. An Architectural Technologist will have studied for 5 or 6 years at higher and professional levels; if they choose to become a Chartered Member of the CIAT (so have the letters MCIAT after their name), they can offer the full range of architectural services that an Architect can. Some will choose the Architectural Technologist route instead of the Architect route because it can be a

slightly shorter time to qualify and because there are other study options than doing a full-time degree. Traditionally, an Architectural Technologist would be more concerned with the technical elements of a building compared to the design-focus of an Architect, but this is much less true today and both professions should be judged on their individual merits.

A quick search of qualified architect job vacancies being advertised at the time of writing this article showed starting salaries ranging from £28,000 to £55,000 per year. A similar search for Architectural Technologist roles suggests current starting salaries range from £24,000 to £45,000. Experienced architects, partners in a practice or those who own their own business could expect to earn significantly more.

Architectural Technicians and Architectural Designers will have qualifications and/or experience in their professional field and are likely to work in practice supporting Architects and Architectural Technologists. However, they are unlikely to be professionally registered in their own right and therefore would not be able to sign-off on architectural plans and projects. As such, there is no set route into these roles and salaries vary, but they could be a realistic option if you were only able to complete RIBA Part 1, for example.

RIBA have developed two new programmes to support those looking to build a career in architecture. The first, launched in 2021, is the RIBA Foundation programme, which aims to support those needing to gain experience or build a portfolio before they start their RIBA Part 1 training. The other is the RIBA Studio, which allows you to work full time in a practice while working towards your RIBA Part 1 or Part 2 at the same time. Search ‘RIBA Studio’ to find out more about both options.

There is more information on how to become an architect or an architect assistant, including details of apprenticeships and the RIBA Studio, go the Education, CPD and Careers section of www.architecture.com.

What skills do you need to work in architecture?

Are you the sort of person with the right qualities and attributes to succeed? Here’s what we think it takes:

A logical mind

Architects need to be both ‘big picture’ people and ‘details’ people but, perhaps most importantly of all, they need to be able to work logically through an issue, addressing issues in practical ways.

A sense of design

As well as a mechanical mindset, it helps to have a sense of the artistic, to ensure buildings appeal to the people who will use them.

Excellent communication skills

Architects rarely work alone; there are clients, engineers, site managers and so on, who all perform key roles on any project. Therefore, an architect needs to be able to explain ideas and plans to others, as well as to hear and understand what others are explaining to them.

Management skills

Even as a Junior Architect working in a practice, there is a need to ‘juggle’ multiple projects and people at a time. If you aspire to become a partner or have your own business, you’ll need these skills even more.

*RSAW - The Royal Society of Architects in Wales

RSUA - The Royal Society of Ulster Architects, in Northern Ireland

RIAS - The Royal Incorporation of Architects in Scotland

Lab Technician Apprenticeship

Most Specsavers stores have a busy in-store laboratory where a talented team of technicians produce finished spectacles to the highest possible standards. Colleagues in this role will be using the latest computercontrolled equipment to cut the lenses and fit them into the frames. We talk to Ryan Ing about his experience.

When did you first start your apprenticeship?

“I started my apprenticeship in January 2021. I applied for the lab technician apprenticeship as it sounded like a fresh start and, rather than just a job, it sounded like a career path. As soon as I started on my first shift, I was welcomed by everyone in the store and instantly felt like I was part of the team.”

How did you find the apprenticeship overall?

“I was a bit unsure at first with all of the apprenticeship course work as I am not a very academic person, I am more of a learn by working type of person but, as soon as I started working in the Lab, i started getting support from my manager and other techs and the apprenticeship course work was not a

problem. For the first time in my life I enjoyed sitting down and writing about all the interesting things I had learnt and researching into in-depths tasks handed to me.”

What help was available to you?

“From the get-go, I had help and support from my manager, lab colleagues and the whole store. When my coursework questions got tough everyone as happy to help me, and when I had questions regarding shop floor work, the dispensers let me shadow them and explain in detail how everything works and what everything does. My apprenticeship coach has always been there to help me with any questions about the work and any concerns I have.”

How do you think this apprenticeship differs from others?

“This is my first experience of an apprenticeship, but I would highly recommend an apprenticeship at Specsavers in any department. At no point have I felt unwelcome or like I’m just there to fill a space. From my experience, I have been pushed to become the best that I can be, and I have had all the support and help I could possibly need. My previous employment was a full time working position but I have learnt so much more on the apprenticeship than I did there. I came into the apprenticeship with no knowledge of spectacles or even the knowledge that there were labs at Specsavers. Coming from that to becoming an apprentice who can do almost anything in the lab confidently and efficiently has boosted my confidence, and I have met so many great people.”

What does the future hold for you now?

My goal is to be getting ready for my EPA (endpoint assessment) in January 2022, then pass the assessment and become a qualified lab technician and become even more confident and efficient in my work. Then I will push for higher qualifications and learning all sorts of new and interesting things. Finally, my end goal is to become a lab manager or an apprenticeship coach to help future tech apprentices.

Optical & Aural Apprenticeships

Hearing Aid Dispenser (Level5)

Optical Assistant (Level2)

Optometrist (Level7) in development

Dispensing Optician| (Level tbc) in development