Eye on Careers - Avon Valley College
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m e r 2021
Sum
Summer 2021
Eye on Careers
ISSUE 6
for Students at School and College
Careers in
Science
Spotlight on
IT & Digital and
Social Care
Careers
Spotlight
on Hair &
Beauty
Careers
Careers MiniBites Making Snapshot on What Can I
NewsBite School Page 8 Choices Apprenticeships Do With?
Page 2 College Page 12 Page 14 Page 18 Page 24
NewsBite
EDITOR’S LETTER
This past academic year has been like no other. With the Covid-19 pandemic, schools
have been closed and remote learning has become the norm. Exams have been
cancelled and then reinstated, albeit voluntarily. It has been a new way of learning
for all—teachers and students alike. Hopefully we will be slowly getting back to some
sort of normality—this will probably be the beginning of the autumn term 2021. In
the meantime, students will have to make decisions on where to go and what to do
after year 11. Year 10 work experience might be virtual this year. See Student Bites
(pages 6 -9) for information advice and guidance on these topics; also pages 14 and
15 for information on apprenticeships.
NATIONAL MINIMUM AND LIVING WAGE UPDATE
From 1 April 2021, the minimum and living wages were increased but also the living
wage was extended to 23 and 24 year olds (previously they were on the minimum
wage.)
The new living wage for 23 years plus is £8.91 per hour
21-22 year olds—£8.36 per hour
18-20 year olds—£6.56 per hour
16-17 year olds—£4.62 per hour
For apprentices, the hourly rate is now £4.30. This rate applies if you are under 19 or
over 19 but in your first year of an apprenticeship.
Apprentices will get the minimum wage for their age if they are 19 years and over or
completed their first year of an apprenticeship.
Page 2
@Eye on Careers
NewsBite
UPDATE ON EXAMS, GRADES AND RESULTS
After being cancelled, then reinstated, what is happening with exams and results?
Exams are now called ‘optional assessments’ and it will be up to individual schools and
colleges to decide whether to do the ‘optional assessments’ or not. These
‘assessments’ will not be done in exam conditions but the results can be used to help
inform predicted grades. The exams will be taken in the classroom, there will be no
fixed time limit and will be marked by teachers.
Grades will be based on teachers predictions, which are required to be backed by
evidence, such as
Coursework (only on the content that has been taught)
Homework
Mock exams
Summer ‘optional assessments’
Student’s performance (knowledge, understanding and skills).
Results Day has been changed to the second week of August.
10 August 2021 for AS and A Level results
12 August 2021 for GCSE results
Page 3
Spotlight on
Science
This is an overview of this industry sector to give you a flavour of the different jobs
within the sector, routes into the industry and relevant labour market issues. For
more detailed information, please see a selection of websites at the end of this
article.
Please note: this article was written before Covid-19
The science and pharmaceutical sector coves a myriad of different scientific areas
and jobs. Areas range from food science to meteorology, with jobs such as
academic research, clinical research associate, healthcare scientist, nanotechnologist
and laboratory technician. Other job sectors overlap with science and
pharmaceuticals such as engineering environment, journalism, healthcare and sales
and marketing.
Some jobs are college entry level but most need further study via apprenticeships or
higher education. Jobs can be found throughout the UK and abroad. You may find
yourself working in a hospital, laboratory, office or factory environment.
There are some challenging issues facing this
sector. Diversity is one of them. Although students
particularly girls studying STEM subjects, has
increased over the years, there still remains a large
gap between male and female employees in this
sector. An analysis by Exasol has shown that over
5 years, girls studying STEM subjects at A level has
gone up from 6.5% to 11.8%. However boys still
make up the majority of students sitting STEM
subject exams. Another issue is that although lots
of students both male and female go onto study
STEM subjects at university, a lot of them don’t go
into STEM occupations on graduation.
The future of this sector involves increasing use of new and cutting edge artificial
intelligence and new technological advances. The UK continues to see increased
investment in research and development in this country. For example, the UK life
sciences sector has a turnover of £70 billion with SMEs accounting for 82% of
business and 24%of all UK life sciences employment. In 2017 the UK received the
highest level for 7 years of life science foreign direct investment projects in Europe.
The pharmaceutical industry in the UK has invested £370 million in UK Research and
Development companies to develop life enhancing medicines and thus the UK is a
major scientific hub. However there are challenges ahead with skill shortages,
recruiting and retaining qualified and experienced staff and uncertainty surrounding
Brexit.
Skills Looked For
Analytical Problem Solving Computer skills
Logical Investigative Willing to learn
Communication Social interaction Team working
Numeracy Organisational Accuracy
Page 4
@Eye on Careers
Spotlight on
Science
Types of Jobs
Pharmacist Analytical Chemist Meteorologist
Forensic scientist Biomedical Scientist Clinical Psychologist
Palaeontologist Textile technologist Food technologist
Healthcare scientist Metallurgist Microbiologist
Nanotechnologist Oceanographer Geneticist
Pharmacologist Astronomer Biologist
Toxicologist Research Scientist Lab technician
Botanist Cartographer Ecologist
Geoscientist Pathologist Physicist
Volcanologist Clinical Research Associate
Routes into this Sector
College –
A Levels: Biology, Chemistry, Physics, Environmental Science, Geography, Maths
BTEC diploma in applied science in forensics; medical science or general applied
science
T Levels in health and science
Apprenticeship – available in advanced, higher and degree levels in subjects such as
pharmaceuticals, laboratory science, research and development manufacturing sci-
ence, life science and chemical science.
Higher Education- wide range of courses such as analytical science, astronomy, bio-
chemistry, biotechnology, earth sciences, ecology, laboratory science, biology, chem-
istry, physics, geology, forensic science, physical geography, genetics, microbiology.
Sources and Further Information:
https://nationalcareers.service.gov.uk/job-categories/science-and-research
https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/science-and-pharmaceuticals/overview-of-the-science-
and-pharmaceuticals-sector
https://www.gov.uk/guidance/health-and-science-apprenticeships
http://www.apprenticeshipguide.co.uk/apprenticeship-by-school-subject/science-2/
https://www.women-in-technology.com/wintec-blog/uk-a-levels-girls-studying-stem-subjects-drastically-increases
http://www.imeche.org/news/news-article/more-a-level-students-are-taking-stem-subjects-but-experts-warn-it%27s-not-
enough
https://www.gov.uk/government/news/uk-life-sciences-sector-brings-record-growth-as-new-life-sciences-council-meets-for-
first-time
https://www.abpi.org.uk/media-centre/news/2018/june/pharmaceutical-industry-continues-to-invest-significantly-in-uk-
research-and-development/
https://www.abpi.org.uk/media-centre/news/2019/january/addressing-skills-shortages-critical-to-the-future-of-uk-science/
https://www.the-scientist.com/news-opinion/the-uk-pharmaceutical-industry-braces-for-brexit--64926
Page 5
Mini Bites - School Students
Mini Bites gives you an overview of what happens in careers education for specific years. In
the Autumn and Spring editions of e-mag, certain year groups are highlighted in Student
Bites to give more information, advice and guidance for those year groups that need to be
making decisions that term.
YEAR 8—LOOKING AHEAD
Year 8 is the start of your career path. From next year
you will have to make the first of many decisions regarding
your future, with choices about what GCSEs to take, to
what career you want to do. To help you make an informed
decision, you will need to learn new skills such as
information gathering; how to make a decision and how to
recognise the skills and qualities that you have.
YEAR 9—CHOOSING YOUR GCSE OPTIONS
Looking ahead to the Autumn term, students going into Year 9 will be choosing their
GCSEs. This will be the most important decision you will make in your secondary
education so far and it will take time and thought to decide what is best for you.
First of all, find out what compulsory
GCSE subjects you have to take at
school. Put those subjects to one
side in your mind and look at the Year 9 Action Plan
other subjects that are left for you
to choose from. Read your School's Options Booklet
What should you be thinking about Speak to your subject teachers
when deciding what GCSE options to
choose? You will need to:- Speak to your form teacher
Speak to your parents
THINK about subjects you like
studying. Speak to your careers advisor
Visit your school's careers library
THINK about subjects you might Attend your school's Options Evening
want to do at college or the subjects
relevant for an apprenticeship. Do your research
THINK about subjects you need to
have studied if you want to go to university or do a particular career.
RESEARCH your subject choices, potential college courses and career choices to
make sure you are giving yourself choices for future study and employment.
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@Eye on Careers
Mini Bites - School Students
YEAR 10—WORK EXPERIENCE
This is normally the year that you can do work experience, either for a week or two
weeks. It is to give you an understanding of the world of work. This is normally your
first taste of the work environment, unless your school does a work taster day or
participates in ‘Take Your Child to Work’ Day.
If you have a career idea in mind, then this could be an
opportunity to have a ‘taste’ of that job. It is amazing after
work experience how many students say how helpful it was to
them. Some find that it has just increased their desire to do
that job, whilst for others it was a real eye opener and they
decided they would not want to do that job in the future! For
others it may be a chance just to get some experience of what
working life is like. Longer working days, travelling to a job,
meeting new people and gaining new skills are some of the benefits of work
experience.
Many schools use a work experience company that is the ‘broker’ between employers
and students. The work experience company will vet the company and the job, make
sure Health and Safety policy is being met and all public liability insurance is correct.
All work experience placements are usually on a database, which is accessed by
students, who can view the different jobs and ‘apply’ for one. You may have to go for
an interview.
YEAR 11— POST 16 OPTIONS
THINGS TO CONSIDER WHEN CHOOSING A COLLEGE
Is it easy to get there? What are the lecturers like?
Does it have a friendly atmosphere? What are the exam results like?
What are the learning facilities like? What are the student facilities like?
Does it have a good social life? Is there a choice of courses?
What do past students say? Is there a good student mix?
THINGS TO CONSIDER WHEN CHOOSING A COURSE
What subjects are you good Does it enable you to learn
at and what do you enjoy? Will help you keep
in ways that suit you best?
your options open in
Would you like to study Can you organize yourself? the future
something new?
Where will the course lead? Don’t choose
Will the course structure
Choose courses that will give something just
suit you?
you the necessary entry because your friends
you to learn in ways that requirements for higher are doing it!
suit you best? education courses, work
How is the course taught? based programmes or jobs.
Page 7
T Levels
WHAT ARE TLEVELS?
T Levels or Technical Levels are a level 3 technical study programme that is in
between an academic course and an apprenticeship. It is 80% classroom
based and 20% on the job training. T Levels are equivalent to 3 A Levels.
WHAT CAN I STUDY WITH T LEVELS?
There will be 15 routes but multiple job
opportunities within one route. For
example, the catering and hospitality
route can lead to jobs such as chef,
catering manager, events manager,
butcher or baker. At present, the routes
available are Design, Surveying and
Planning for Construction; Digital,
Production Design and Development and
Education and Childcare. From September
2021 the following routes will be
available: Digital Business Services;
Building Services Engineering for
Construction; Digital Support Services; Health; Healthcare Science; Onsite
Construction and Science.
MAKEUP OF T LEVELS
Technical (core theory; concepts and skills); Specialist content and knowledge; in-
dustry placement and English and Maths requirements (if not already achieved).
T Level grades will be Pass; Merit; Distinction and Distinction*. Those students who
don’t pass all the elements will get a T Level Statement of Achievement.
T LEVEL TRANSITION PROGRAMME
For those 16 year olds who are not ready
for technical education at level 3, there is
a one year programme.
MOVING ON FROM T LEVELS?
Options are:-
Skilled employment
Relevant apprenticeship level e.g. Level 4
Route into Higher Education
For more information
www.tlevels.gov.uk
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@Eye on Careers
YEAR 11 - Didn’t Get the Grades
What to do if you don’t get the grades you need
Don’t Panic!
Ring the college and talk to them about your results. They are used to
dealing with questions and options about this topic. Ask if there is any
possibility that you would still be allowed to do the courses you wanted to.
If they say no, then ask about other course options that could be available
to you.
Check other colleges online. Do other colleges demand the same entry
criteria for the courses you want to do? If the entry criteria are lower, ring
them up and ask if there are any vacancies on those courses?
Think about retakes. However you must bear in mind that most colleges
only offer retakes in English, maths and science subjects.
Talk to your teachers at school. If they feel that your marks are borderline
and would benefit from being rechecked, then it may be worth pursuing
this with the exam board.
Bear in mind, you may have to change your college plans. You may have
to go to a different college or do different courses.
You need to be proactive about this. Get on the phone and online as soon
as you can. Remember other students will be in your position and will be
doing exactly that. If you leave it too late, all the college places will be
filled.
Look at apprenticeships. An apprenticeship is a paid job with training. Look
at page 14 and 15 for information on apprenticeships.
ACTION PLAN
1. Ring your chosen college and talk to them about your results.
2. Check entry criteria of other colleges online.
3. Think about retakes.
4. Talk to your teachers.
5. You may have to change your college plans.
6. Look at apprenticeships.
BE PROACTIVE!
Page 9
Mini Bites - College Students
Mini Bites gives you an overview of what happens in careers education for
specific years. In the Autumn and Spring editions of e-mag, certain year groups are
highlighted in Student Bites to give more information, advice and guidance for those
year groups that need to be making decisions that term.
UNIVERSITY
Please see pages 12 and 13 for information on the UCAS
clearing process.
UCAS Adjustment Process
Adjustment is a process you can use if you get better
grades than you were predicted. Adjustment is an
opportunity for you to reconsider where and what to study.
To participate in Adjustment, you must meet the criteria laid out on the UCAS
website.
Adjustment is available from A level results day until 31 August.
There is a maximum period of 5 calendar days to secure an alternative choice.
You need to register in Track. The option will be displayed for applicants who meet
the criteria.
You need to contact a university you wish to go to and ask if they have a place
available.
The university will then check your exam results and your application online and
then will tell you if they can offer you a place.
You accept.
The Track screen will then be updated and UCAS will send a confirmation letter.
GAP YEAR
You can do a variety of things in your year out – travel,
work experience, doing voluntary work, taking part in
different projects UK based or global.
Checklist:
How much does it cost and what does this money pay
for?
How does the organisation work?
What will you do, who will you work with?
Will your work be part of a longer term community strategy?
Does the organisation ensure volunteer placements, doesn’t do local people out of
a job?
Testimonials from previous gap year students.
What information will you receive before you leave?
What support will you have during the placement?
Who organises and pays for flights, work permits or visas, insurance and
accommodation?
Page 10
@Eye on CareersMini Bites - College Students
GETTING A JOB
As a student leaving college and looking for work, you
should be aware of what is happening in the labour
market locally, nationally and internationally. You
should research your career ideas to see whether the
jobs you are interested in are in decline or sought after.
Generally jobs are advertised because a) there is
expansion in that job sector and/or b) to replace
workers who have retired or moved on.
What you should do:-
Getting a job is not easy in the present climate. Look at the job scene locally. You
need to look in the papers, on the internet, go to the Job Centre and look in shop
windows for cards advertising vacancies.
What sorts of jobs are being advertised? Are there many jobs or just a few jobs?
Are they asking for experience or specific qualifications? You need to look at the
local jobs for at least 4 – 6 weeks to gauge a pattern for the type of jobs being
advertised; whether there are more jobs being advertised or the reverse; are the
jobs seasonally, full or part time? Do the jobs being advertised appeal to you?
You should start looking at job vacancies at least 4 months before leaving college, so
you can get an idea of what sort of jobs are being advertised locally, what
employers are asking for in terms of qualifications and what they are offering in
terms of pay and conditions.
Use the internet to help you look at the national jobs scene.
Research your job area.
Be aware of employment issues that are happening nationally and internationally by
looking at newspapers online or seeing the news on television.
Consider the following points:-
Think carefully about the type of work you would like to apply for.
Think about your priorities, the advantages and disadvantages of different ideas.
Prepare a CV. Don’t forget to send a covering letter with your CV.
You need to tailor your CV to each job you apply for.
Target the type of work you want and area you want to work in. E.g. Specialist
websites and newspapers.
Register with specialist employment agencies and job centre plus and be pro-active
by ringing weekly to ask about work opportunities.
Ask friends, relatives and college tutors if they know of any suitable vacancies.
Send your CV and covering letter to local companies – use Yellow Pages (yell.com)
Page 11Year 12/13 - Didn’t Get the Grades
What to do if you don’t get the grades you need
Don’t Panic!
For year 12 students
Contact your college as soon as possible. Speak to your tutor or Head of Faculty.
Depending on your results, you may be looking at retakes or repeating the year.
The college may want to see you as soon as possible to talk over your results and
any options they have available for the next academic year.
If you cannot continue at your present college, then you need to hit the phones.
Call up other colleges to see if they have vacancies on the course(s) you want to
do.
You need to contact every college. You cannot afford to be choosy. You are up
against the present year 11 and also other people in your position.
Look at apprenticeships. An apprenticeship is a paid job with training. See the
pages 14 and 15 for more information.
For year 13 students
For those that have applied to university, you may not have got the grades for
your first choice but have you got the grades for your insurance choice?
If you did not get the grades for either first choice or insurance choice, get on the
phone or online to UCAS Clearing.
Only use clearing if you meet the criteria (see UCAS website)
Course vacancies on UCAS site from mid August to mid-September.
You can track your progress online using UCAS TRACK.
Make sure you are available to talk to admission tutors during this time.
You will need to have evidence of exam results. Check the exam results page on
UCAS to see if your qualification is among the ones UCAS receive. If not, you are
responsible for providing evidence of your results.
Page 12
@Eye on CareersYear 12/13 - Didn’t Get the Grades
WHAT YOU NEED TO DO IN CLEARING
Get advice from a careers adviser.
Look at vacancy lists on the UCAS website.
Contact universities and colleges that interest you regarding getting a place
through clearing.
Your Clearing Number is displayed on the welcome page and on Choices in Track.
Universities will ask for this number to confirm they can consider you in clearing.
They can then view your application online.
Accept an offer – your decision.
Add a clearing choice – to be formally considered, you need to click on ‘Add
clearing choice’ button and enter course details. You can only do this for one
choice.
Confirmed place – if the university accepts you, acceptance will be displayed in
Choices section of Track. UCAS will send you an official letter. If not accepted,
‘Add Clearing Choice’ button will be reactivated so you can apply for another
choice.
IF YOU DECIDE NOT TO GO TO UNIVERSITY, YOU HAVE SEVERAL CHOICES
Stay on at college and retake your exams, if you really want to go to university
and reapply to university the following year.
Look at other educational options such as:-
doing a part time course
taking a Foundation degree
study in another country
Have a gap year. See the Mini Bites for further information.
Look at apprenticeships. An apprenticeship is a paid job with training. See pages
14 and 15 for more information.
Check out the job situation in your local area. Are there any jobs that you are
qualified to do? Go and talk to local employment agencies to see what job
opportunities are available. You need to weigh up whether it is best for you to
stay at college and get further qualifications or leave and get a job.
Also for any student, talk to your school or college careers adviser, or the National
Careers Service if you don’t have access to a careers adviser for individual
information, advice and guidance on your future options.
Page 13Making Choices
OVERVIEW: It can be very daunting to think about your future and what career/job
you would like to do. The aim of this section is for you to think what sort of person you
are, what you like doing, what you are good at so you can identify these attributes.
Using these attributes, you can then identify what type of career would suit you best.
LADDERS ACTIVITY
Sometimes you have too many ideas and don’t know how to narrow them down. This
is when you need clarity and by doing the following activity will help that process. This
activity is about getting you to focus on what you think and feel about careers or
issues you have to make decisions about. For example, if you are unsure of whether to
go to college or get an apprenticeship or which careers/jobs on your long list you
would actually enjoy or would suit your personality. You need to make some time to
do these activities, so having a quiet space is essential for thinking and not rushing
through the activity. Remember to keep any written work e.g. lists, answers to
questions, so you can always go back and revisit.
This is based on Personal Construct Psychology.*
STEP ONE
Identify a favourite job idea.
EXAMPLE: Favourite idea = Police officer
STEP TWO
Ask yourself the following question:-
Why do you prefer your favourite idea? List your reasons.
EXAMPLE: I prefer to work with the public and have a job that has lots of
different aspects to it, so no day would ever be the same. You also don’t know
what is going to happen i.e. an incident you could be called to and you could
be walking the beat, in a squad car or in the police station. You also get
opportunities to specialise such as road traffic or detective.
STEP THREE
From your answer above ask yourself the following;_
You said why you prefer X, so what would be the opposite? List your reasons.
EXAMPLE: You said you prefer working with the public, so what would be the
opposite to that? The opposite would be working in an office with the same
people every day, which could be a problem if you don’t get on with some of
them. You sit at a desk all day doing work on a computer, then go home. You
could be given work to do and may not have any contact with the public.
Page 14
@Eye on CareersMaking Choices
STEP FOUR
Now think about contrasting factors from your answer in Step Three. What would be
the opposite of the answers you have given in Step Three?
EXAMPLE: Contrast idea to working in an office is working outdoors. You
wouldn’t be stuck indoors all day; you would be active, get fresh air and
enjoy the changing seasons. You could be working with animals or machin-
ery. The work could be more practical, maybe longer hours, if working in
agriculture, for instance.
STEP FIVE
You have identified that you want a career with certain requirements. Now you
should research these areas to see what variety of jobs there are in these career
sectors. Do any of the careers appeal to you? Look at the National Careers Service
website to help you.
EXAMPLE: Steps 2 to 4 identified two career areas – working with the pub-
lic and working outdoors. Looking at jobs in healthcare, public services,
social care and sport/leisure/tourism, construction, agricul-
ture/environment/animal fit my criteria.
STEP SIX
Now you have identified some jobs in your chosen career sectors, try to do some
research into them and make some decisions about whether you would put them on
your short list of possible career choices. What conclusions about yourself or about
the type of job have you discovered?
EXAMPLE: I have discovered that I want to work with the public and want
variety in a job. I wouldn’t want to be permanently based in an office or
outdoors.
This activity has hopefully answered some questions and given you some things to
think about. Now try doing some research into your ideas, whether it is about ap-
prenticeships, university or careers.
OR
Page 15Labour Market Info
There is no such thing now as a ‘job for What you should do?
life.’ People do not stay in the same job
Look at the job scene locally. Look on
for years, until they retire. Many people
line at your local paper, the job centre
retrain after a few years or maybe have
and recruiters that serve your area.
one or two part time jobs at the same
What sorts of jobs are being
time, for example. A lot of people used to
advertised? Are there many jobs or
stay with the same employer and advance
just a few jobs? Are they asking for
up the company hierarchy, gaining
experience or specific
promotions. Nowadays, people move from
qualifications? You need to look at the
company to company to gain
local jobs for at least 4 – 6 weeks to
advancement. Other career patterns are:-
gauge a pattern for the type of jobs
Being made redundant, so forced to being advertised; whether there are
change. more jobs being advertised or the
reverse; are the jobs seasonal, full or
Being self employed part time? Do the jobs being
advertised appeal to you?
Working from home
Use the internet to help you look at
Portfolio workers – people who have the national jobs scene. Use the links
more than one job at the same time in the Job Information section of this
Working part time, either to get an idea website to help you.
of the job before committing full time to Research your job area.
it or because the person wants to do
other things, such as voluntary work or Be aware of employment issues that
a hobby. are happening nationally and
internationally by looking at
newspapers online or seeing the news
on television.
Labour market trends refer to what is
happening in the labour market currently
and any changes that take place and the
consequences of those changes.
Essentially, trends look at what is
happening to the relationship between
employer and employee and the changing
state of the labour market affects what
work is being offered to those looking for
work.
Page 16
@Eye on Careers
@Eye on CareersLabour Market Info
Coronavirus has changed the labour market now and for the future. How we
will work; whether those furloughed will go back to their jobs; what effect
coronavirus will have long term on employment and unemployment and what
jobs will be hot or cold are just some of the questions this pandemic has had
on the labour market.
APPRENTICESHIPS
Although Covid-19 saw a decrease in the number of
apprenticeships being offered and some apprentices
furloughed or made redundant; there seem to be
shoots of recovery. It will take time to get back to
‘normal’, however in the short term, businesses that
have survived the pandemic will concentrate on
getting their businesses running to pre-Covid-19
levels, so apprenticeship recruitment could be
reduced. Therefore there could be fewer
apprenticeship vacancies and thus more competition
for those vacancies.
EMPLOYMENT
Employment saw a small increase in latest data from the
Office of National Statistics, although still low since Feb-
ruary 2020. Under 25’s were main age group to see
large numbers lose their jobs (60%)since February
2020. Unemployment has continued to increase, alt-
hough last quarter saw the smallest increase in recent
periods.
Source:
https://www.ons.gov.uk/employmentandlabourmarket/p
eopleinwork/employmentandemployeetypes/bulletins/uk
labourmarket/march2021
JOB SECTORS
Job sectors hit hardest: hospitality including restau-
rants, hotels, pubs and cafes; entertainment and
leisure; arts and tourism.
Job sectors looking to hire include healthcare, social
care, IT and Digital, teaching and transport and lo-
gistics.
Page 17Snapshot on Apprenticeships
WHAT IS AN APPRENTICESHIP? BENEFITS OF AN APPRENTICESHIP
An apprenticeship is a job where you Earn a salary
get training and gain qualifications all Get paid holiday
at the same time. You earn a salary Get work experience
and get job specific skills.
Get qualifications
WHO ARE THEY FOR?
Apprenticeships are for anyone who is APPRENTICSHIPS IN WALES
aged 16 and over. https://www.careerswales.gov.wales/appre
nticeships
TRAINING
Training could be either one day a APPRENTICESHIP AGREEMENT
week or a block of time, such as six This is an agreement between the
weeks. Your training provider is the apprentice and the employer. It identifies
organisation who provides the the trade/occupation that the apprentice
qualifications as part of an is undertaking and the qualifying
apprenticeship. The training provider apprenticeship framework.
could be a local further education
college or the training could take place
‘in house’ or it could be a separate
organisation who delivers specific APPLYING FOR AN APPRENTICESHIP
training courses in your area. Courses You should apply for an apprenticeship in
are designed with input from the spring term. Most apprenticeships
employers and the relevant sector skill have a rolling recruitment programme
council. and will take you on around the end of
August/beginning of September.
You should look at the web, your local job
centre, your local newspaper and local
recruitment agencies for vacancies.
APPRENTICESHIPS IN ENGLAND
Many large companies run apprenticeship
https://www.gov.uk/apply-apprenticeship programmes so look them up on the web
to see what they offer. Local companies
usually send details of their
LEVELS apprenticeship schemes to local schools
An apprenticeship can take between 1 and colleges, so look at the noticeboards
and 5 years to complete. There are 4 or the school/college intranet.
levels of apprenticeship. How to apply?
Intermediate level, equivalent to 5 1. Search for an apprenticeship on the
GCSEs. apprenticeship website
Advanced level, equivalent to 2 A levels 2. Sign in/create an account
Higher level which can lead to an NVQ 3. Complete and submit apprenticeship
level 4 or a Foundation Degree form
Degree
All levels encompass a competences
qualification, a technical qualification and
key skills.
Page 18
@Eye on CareersAPPRENTICESHIP CHECKLIST
When looking at apprenticeships, use this checklist to ask yourself important
questions and to make sure the apprenticeship is right for you.
CHECKLIST
What job area am I interested in?
Do I want to do ‘Intermediate’ or ‘Advanced’ level apprenticeship?
Do I have the entry requirements?
What apprenticeships are available in my local area?
How far do I have to travel?
How will I get there? (bus, train)
Is the training provider on the same site as the job or do I have to travel to a
different location?
If the training provider is at a different location, how will I get there?
How much will the travel cost?
How long is the apprenticeship? (normally between 1 and 5 years to complete)
What is the training being offered?
What qualifications would I get? (industry recognised or company specific
qualifications)
What are the working conditions? (Hours/pay/holiday entitlement/any benefits?)
Do I need to buy any equipment? (specialist clothing/boots/ tools/text books)
Have I got a Plan B as a back-up in case I don’t get an apprenticeship?
Have I looked at:
www.gov.uk/apprenticeships-guide
www.gov.uk/apply-apprenticeship
APPRENTICESHIPS IN NORTHERN IRELAND
https://www.nidirect.gov.uk/campaigns/apprenti
ceships
APPRENTICESHIPS IN SCOTLAND
https://www.apprenticeships.scot/
Page 19Toolkit Highlights Interviews
Interview Preparation
You must always prepare for an interview. It will help you calm your nerves, help
you to feel confident about yourself and make a good impression. For the
interviewer, it is obvious to tell those who have prepared and answer questions
clearly and confidently and those who haven’t done any preparation for the
interview who stumble and mumble their way throughout the interview!
Practical Preparation
Make a note on your calendar of the date and start time of the interview,
where the interview will be held and who is the interviewer. All these details
will be on the letter inviting you for interview.
Do you have to take a test or do a group exercise?
How long will it take you to get there? Work out driving times, bus or rail
times. What time do you need to leave home in order to get the bus or train?
How far is the station to the interview venue? Can you walk or do you need to
take a taxi? Have you got the train fare/bus fare/taxi fare? If driving, where
will you park? If you have to park in a public car park, how far is it to the in-
terview venue and make sure you have enough money for the car park.
Aim to arrive 10-15 minutes before the interview time. This will allow you to
go to the toilet if needed, freshen up or take a couple of minutes to compose
yourself before heading into the interview room.
What are you going to wear? Normally smart clothes should be worn as you
want to give a good impression.
Mental Preparation
Find out as much as you can about the Company or organisation that you
could be joining. What products or services do they make or provide? What is
that job sector like? How big is the Company? Where does your potential role
fit in? Are you going to be working in a particular department and if so, what
does that department do?
What does the job involve? Looking at the job description will help you. How
do your skills/your experience meet their job criteria? Can you give examples
of work you have done/skills you have used?
Ask a family member or a friend to give you a mock interview.
Page 20
@Eye on CareersInterviews
Answering interview questions
Be honest
Be prepared to talk and not just give a yes or no answer.
Listen to the questions carefully
Speak clearly
Avoid nervous mannerisms. For example, if you say ‘you know’ at the end of
every sentence when speaking to your friends, be aware of what you are say-
ing at the interview and not to say ‘you know’ at the interview.
Don’t swear
Be polite
If you are not sure of a question, ask the interviewer to repeat it
Try to relax and sit reasonably upright and not slouch!
Don’t fiddle
Maintain eye contact.
Ending of the interview
You will know when the interview is about to end as usually the interviewer
will ask if you have any questions for them. It is good to have one or two up
your sleeve and remember if they have already been covered in the inter-
view!
If it has not already been stated in the job advert or job description, then you
should ask what the salary will be.
You should ask when you will hear about the result of the interview.
You should thank the interviewer and say goodbye before leaving the room.
Interview Checklist
Take your letter asking you for interview as it will have the name of the per-
son you will be seeing and the address of the venue of the interview. Also
the telephone number of the company in case you are running late or have
transport problems.
A copy of your CV or application form
A written list of any questions you have for the interviewer to refresh your
mind before going into the interview, not to be brought out during the inter-
view!
A mobile phone to call the company if you are running late for any reason.
Please remember to turn the mobile off before you go into the interview!
Page 21Spotlight on Hair & Beauty
This is an overview of this industry sector to give you a flavour of the
different jobs within the sector, routes into the industry and relevant
labour market issues. For more detailed information, please see a selection of
websites at the end of this article.
Please note: this article was written before Covid-19
For anyone that wants a practical, creative job that will always be in demand, then a
career in hair and beauty could be for you! There are many opportunities for trained
hairdressers, beauty therapists and makeup artists to work for themselves, work in
film, television or theatre, or travel the world.
Labour Market Information
(Taken from Habia – Hair and Beauty Industry Authority website)
Key trends – people want to be fashionable, look good and have more disposable
income which means that hair and beauty services are seeing an increase in demand.
The fact that the population is aging will have an impact on the industry as it will
mean there will be fewer young people coming into the industry, coupled with an
increasing older workforce could have a detrimental effect with demand for hair and
beauty services outstripping supply. Also with the encouragement for young people to
go into Higher Education means that there are less young people taking up hair and
beauty courses and apprenticeships.
Hairdressing
There are many types of job working in the hair industry.
Some are listed below.
Working in television, film or the theatre Salon Owner
Salon Trainer/Assessor
Hairdresser – armed forces; Cruise liner; Hospital/Care
Home
Salon receptionist; Salon technician; Afro Caribbean
Hairdresser; Colour Technician; Freelance Hairdresser
Routes into Hairdressing
Apprenticeship route – working full time in a salon with either a day a week or a
block period at a training provider to study the theoretical aspects of hairdressing.
Earn a salary while learning to become a hairdresser and gain qualifications.
College route - full time study at college. Most colleges have a salon where the
members of the public can come and have their hair done by a student hairdresser
under instruction of the teacher. You would not get a salary and would be expected to
purchase your uniform and hairdressing kit, usually through the college at a
discounted rate. There is financial help available, if needed.
There are usually 2 levels offered – level 2 and level 3 depending on your GCSE
grades and there are opportunities to take further courses to specialise and improve
your skill level.
T Levels – hair and beauty
Skills needed
To be a successful hairdresser, you need to be presentable, enjoy meeting people,
Page 22
@Eye on CareersSpotlight on Hair & Beauty
Beauty Therapy
Provide beauty treatments such as manicures, pedicures, facials, body
massage, hair removal, body treatments and reception duties.
Routes into beauty therapy
Apprenticeship route – working full time in a salon with either a day a week or a
block period at a training provider to study the theoretical aspects of beauty therapy.
Earn a salary while learning to become a beauty therapist and gain qualifications.
College route - full time study at college. Most colleges have a salon where the
members of the public can come and have a treatment done by a student beauty
therapist under instruction of the teacher. You would not get a salary and would be
expected to purchase your uniform and kit, usually through the college at a
discounted rate. There is financial help available, if needed.
T Levels – hair and beauty
Skills needed
To be a successful beauty therapist you need to have good communication skills,
patience, and stamina, able to work on your own, good customer service skills, be
discrete, and have a high standard of personal hygiene.
As with hairdressing, working hours involve Saturday and evening working.
Make Up Artist
Makeup Artists can work in many different areas, such as wedding, film, television,
theatre, photographic studios doing make overs and special effects.
Routes into makeup artist
Apprenticeship route – working full time in a salon with either a day a week or a
block period at a training provider to study the theoretical aspects. Earn a salary
while learning to become a makeup artist and gain qualifications.
College route - full time study at college. Most colleges have a salon where the
members of the public can come and have their makeup done by a student makeup
artist under instruction of the teacher. You would not get a salary and would be
expected to purchase your uniform and kit, usually through the college at a
discounted rate. There is financial help available, if needed.
Skills needed
To be a successful makeup artist you need to have good communication skills,
energy, creativity, artistic, steady hand, work under pressure and up to date
knowledge of makeup trends.
Links to Further Information
www.habia.org/industry-overview
www.habia.org/careers
https://nationalcareersservice.direct.gov.uk/job-profiles/home
Page 23What can I do with?
Physics
The careers listed below are just suggestions and are not an exhaustive list!
Electronics Engineer
Geoscientist
Medical Physicist
Materials Engineer
Meteorologist
Research Scientist
Scientific Laboratory Technician
Teacher
Forensic Scientist
Scientific Journalist
Systems Analyst
Technical Author
Acoustic Consultant
Patent Attorney
Nanotechnologist
Nuclear Engineer
Investment Analyst
Page 24
@Eye on CareersWhat can I do with?
Modern Languages
The careers listed below are just suggestions and are not an exhaustive list!
Diplomatic Service
Buyer
Logistics Manager
English as a Foreign Language Teacher
Marketing
Publishing
Solicitor
Interpreter
Translator
Teacher
Journalist
International Aid Worker
Tour Guide
Overseas Tour Rep
Page 25Qualifications Explained
The Qualifications and Credit Framework is a tool for understanding how
qualifications relate to each other and illustrates the opportunities and routes open
to young people in school and beyond.
It can be seen as a ladder which you can progress from level to level. The higher
the level the greater the depth of knowledge, skills and understanding that has to be
demonstrated for the qualifications to be gained.
The courses that can be taken lead to different qualifications such as A levels and
BTECs. They vary in content, learning styles and methods of assessment.
Qualifications can be academic subjects like English and History or vocational and
practical subjects such as health and social care or plumbing.
Please note: The Framework is subject to change due to the introduction of T Levels,
therefore some of the vocational qualifications may be superseded.
The Framework (for guidance only; not a full list of qualifications)
NQF Level* Academic Vocational Work Related
Level 8 Doctorate (PhD)
Level 7 Master’s degree
Level 6 Degree
Level 5 Foundation Degree HND NVQ level 5
Level 4 HNC NVQ level 4
Higher Level Appren-
ticeship
Level 3 A Levels Level 3 Extended Diploma / NVQ level 3
National Diploma Cache Diploma
Level 3 National Certificate Advanced
T Levels Apprenticeship
Level 2 GCSE Level 2 Diploma NVQ level 2
(Grades 4-9) Cache Certificate
Intermediate
Apprenticeship
Level 1 GCSE Level 1 Diploma NVQ level 1
(Grades 3-1) (Foundation)
Entry level 3 Key stage 3 E3 Diploma
*National Qualification Framework
THE FRAMEWORK EXPLAINED
ENTRY LEVEL
A range of subjects available at this level. The aim is to develop a basic knowledge
and skills for work or education.
Page 26
@Eye on Careers
@Eye on CareersACADEMIC QUALIFICATIONS
GCSE—wide variety of academic and vocational subjects are offered with a mixture of
written exams, coursework and in some subjects practical work.
A Levels—mixture of written exams and coursework plus practical's in some subjects.
Entry requirement is normally 4/5 GSEs grades 9-4; in some subjects a grade 6 is
required.
International Baccalaureate—2 year curriculum based on a wide range of subjects. 6
subjects taken 3 or 4 at higher level and 2 or 3 at standard level plus core elements.
VOCATIONAL QUALIFICATIONS
T Levels—are level 3 technical study programmes leading to level 4 and 5
qualifications. Can be taken at either college or as an apprenticeship.
BTEC—mixture of theory and practical work of vocational qualifications; consist of
continuous assessments and/or portfolio work.
CACHE– range of courses for those interested in working with children.
City & Guilds—range of trade, craft and skills courses to attain industry specific
qualifications.
National Vocational Qualifications—work related, competence based qualifications
designed for people to gain recognised qualifications to do specific jobs.
HIGHER EDUCATION
Practical and academic subjects available from Foundation Degree, Higher National
Certificate/Diploma; higher level apprenticeship. Can be work based or taken at
university or college.
Page 27YEAR 10
open
Some colleges may have
udents –
evenings for year 10 st
check locally
may be
Work Experience Week
held this term
What to do this SUMMER?
YEAR 11
Colleges have thei
r taster days
Some colleges hav
e open evenings
Apply for apprenti – check locally
ceships if not alre
GCSE results ady done so.
If you applied to
mu
have your results ltiple colleges, now that you
you need to choo
se a college.
TAKE A LOOK AT
www.eyeoncareers.co.uk
For a Careers Programme for schools
and colleges
For Careers Workbooks
For Careers Coaching
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