Futures

Futures - Careers

Upper Sixth destined for great futures

The strength of character, determination to succeed and consistent perseverance of our Upper Sixth students during what has been probably the most testing period of their lives, has shown remarkable rewards by the excellent degree and apprenticeship offers they have received.

Three Oxbridge offers, four medicine and two dentistry, are part of a cohort that sees over 70 per cent looking forward to starting degrees at Russell Group universities in the next academic year.

The range of interests and courses is also quite staggering for a group of 57 students. From Marine Biology to Physiotherapy, Fine Art to Building Surveying, plus a number wishing to progress into Business Management, Economics and Engineering. Along with university places, Louis Mason has accepted a degree apprentice position at Microsoft. This comes after interviews and offers from several major companies, including IBM and Bentley, where Louis was subject to intensive applications processes which involved several rounds of testing and interviews. Louis has worked extremely hard throughout the whole process. Graham Felton has also obtained a degree apprenticeship in Quantity Surveying with Liverpool engineering firm, HE Simm. We offer our congratulations to both Louis and Graham.

Of our aspiring medics, Luca Infante said of the application process and choosing Queen Mary University of London: “I approached virtual open days open minded but knowing I preferred courses with an integrated curriculum with early clinical experience. Barts open day was brilliant: complete and perfectly organised, with medical students’ participation, a virtual tour of the facilities and even a session on the 5th choice. I researched further and made it my first UCAS choice not because of rankings but core values: diversity, strong sense of community, medical specific societies and outreach activities and possibly one of the challenging catchment areas with its diverse and complex mix of ethnicities and health issues. Last but not least, London will be at my fingertips with the Emirates Stadium only 20 minutes’ walk away from Whitechapel Campus.”

We are very proud to see students who have found creative passions through study and co-curricular opportunities, such as Sonny Boardman who has been offered a place at LIPA to study Acting, and Ted Ford who will read Music Composition at the Royal Northern College of Music. Ted said, “I’ve enjoyed creating new melodies and harmonies on the piano for a long time, but for GCSE and then A-level Music I had to work on original compositions for the first time. I discovered a great fascination for musical composition. When I was looking at university options, I realised that my passion was for music, and I wanted to pursue this. After a lot of consideration and many conversations with my music teachers, I came to the conclusion that a course in composition at a conservatoire would suit my skills and interests better than a formal university music degree. The Royal Northern College of Music in Manchester is one of the best conservatoires in the country and is located in a great area for musicians, so applying there felt very natural. I’m very much looking forward to starting there in September.”

Durham, currently ranked 7th in the UK University Rankings, is a popular choice for many, with three students having this university at the top of their list. Their subjects include to read History, English and Philosophy, and Engineering, which Head of School, Elizabeth Hyatt, has chosen as her future pathway. Elizabeth said, “In 2017 I had the most incredible experience on the Mission to Mars STEM trip to the Johnson Space Centre. By this time, I had a firm foundation in my love of all things science and engineering. This resulted from taking part in the weekly school Science Club experiments and led me to give a speech to an audience including Major Sir Tim Peake at the University of York about the School’s involvement in space sciences and astronomy. When I started to look at applying to university, general engineering was the obvious route. The collegiate system and small city of Durham, in proximity of other major cities, was the perfect fit, and I am very much looking forward to going there later this year. For me, the strong course reputation was a key factor, but also the wide range of sports and music opportunities the university offers is a very exciting prospect.”

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Congratulations to those who have received Oxbridge offers, including Rohan Singhal who will be going to Cambridge to study Medicine. Andrew Rutherford is also set for Cambridge to study Land Economy, saying, “I am really excited to have this offer. Land Economy caught my eye because of its unique combination of Law and Economics, and how applicable the degree is to the real world.” Destined for Oxford to study Economics and Management, Deputy Head of School, David Turner, said of his experience in choosing the subject: “I first started seriously looking at what I wanted to study at university after my GCSEs. That summer, I spent some time reading and a lot of that time was spent with a focus on economics because that was going to be a new subject for me at A Level. I had some interest in economics already which is why I chose the subject at A Level but that reading made me realise that Economics was something I wanted to study beyond school and I began looking at courses that involved the subject. I decided upon Economics and Management at the same time I decided I wanted to apply to Oxford. I thought the addition of management to the course was a great balance to the economics and was something that I thought could be helpful when thinking about my career. I chose Oxford partly because of the course and partly because I thought it would be a great place to study. I’d been a couple of times before and I had loved the beauty of the place but I also knew that it would be one of the best places for me to learn in great detail about what I was interested in whilst also setting me up well for a career.” Among a significant number of students who have chosen courses relating to Business and Economics, Aden Husseyn is hoping to go to Warwick to study MORSE, which is Mathematics, Operational Research, Statistics and Economics. The MORSE programmes are Mathematics degree courses which integrate the study of pure mathematics and statistics with their applications to economics, finance and management, all core skills required in modern business analytics. Meanwhile, humanities subjects are also popular, with Deputy Head of School, Amelia Sowerby, looking to move to the capital to read History at UCL. Amelia said, “I have chosen to study History as my degree as it will give me the opportunity to study over 5000 years’-worth of historical topics, from different countries and continents across the world. It will also allow me to have some flexi-modules, to give me the chance to further my skills and knowledge in other subjects, from languages to economics, as part of my degree! School was extremely helpful in reach my decision about where and what I wanted to study, providing information and guidance over different course structures, places and future career options that I could explore.”

We are very proud of all of our 2021 leavers who have worked tirelessly to achieve their goals, and whichever path they have chosen now, or in the future, we wish them every success and happiness.

Futures Programme

Careers Advice for All

Futures Programme

Your future is in your hands — Students were able to gain valuable careers knowledge via virtual opportunities.

This year the Futures team have been promoting careers activities and have taken advantage of the range of online resources available to showcase to students. While students were away from the School site during lockdown they were able to explore the wider world of work and Higher Education and kept informed of the latest opportunities.

National Apprenticeship Week in February offered a chance for students and parents to find out more about the growing range of apprenticeships and degree apprenticeships on offer. Apprenticeships are becoming a competitive alternative to university for students who are keen to explore the options of having their course paid for by employers and being given a wage, studying for a valued qualification, gaining important work experience skills, and often being offered a job at the end of the course.

Our current students were invited to speak to some of our recent leavers who have gone on to study apprenticeships. Via an online forum, students met 2020 leavers Mairead Anderson, who is currently a Digital Marketing Degree Apprentice at the BBC, Austin Dalby, who is studying for a BSc in Construction Management at Redrow, and George McCann, who is studying Accountancy at Bertram Burrows.

The group discussed the application process and what the students can expect, the differences between apprenticeships and university, and how much they are enjoying working, meeting new people, and earning a wage. Mairead said, “It’s definitely a big step to leave school and go into a working environment where you are completely self-reliant, but it’s also very rewarding and a great option for anyone looking to gain valuable experience and a change from full-time education.” Austin added, “I chose an apprenticeship over university as I learn best from being in a structured environment and getting hands on learning and experience whilst creating a network of people in your industry. Moreover, I finish my degree faster than I would if I did a full-time degree and come out with no student debt.”

The week also included tasks for the students to complete via a dedicated Firefly page, which is still available and can be accessed at any time. The tasks ranged from videos on the Top 100 Apprenticeship Employers, an activity pack to help students understand what apprenticeships are and what opportunities are available, and profiles of our recent leavers with helpful hints and tips on applying.

National Careers Week followed in March where students were offered the opportunity to explore a range of digital resources to help discover their potential career path or what their next area of study might be following school. Featured items included the NCW Virtual Careers Fair, where students could find out more about employers such as the BBC, Virgin, NHS, Accenture, Natwest, Siemens, GSK, PwC, O2, BAE, and many more. There were also links to explore job profiles with BBC Bitesize and First Careers where students could get behind the scenes access to lots of different professions and hear interviews from those doing the jobs about what they are like.

Students could also take the ‘Jobs Personality Quiz’ to find out their personality traits and what jobs may suit them, along with a ‘Skills Builder Benchmark’ helpful selfassessment tool to discover their essential skills strengths and potential areas for improvement.

There was also a bespoke parent guide available providing information for parents to help their children make the right choices for successful futures following school, information about options including university and apprenticeship guidance, super curricular activities, and the latest virtual work experience opportunities to explore.

Futures Programme

Advanced Tutorial Groups

By Andrew Rutherford, Upper Sixth student (Studying Land Economy at Selwyn College, Cambridge, from September)

At the beginning of Lower Sixth those wishing to apply to some of the most competitive University courses attended the Advanced Tutorial Group, run by Mr Turner. These included those applying to Oxbridge, Warwick, London School of Economics, Imperial, and many others leading universities. Initially, we met in person; however, we switched to Zoom meetings during the remote learning period. The support provided ranged from general guidance around selection of course and university, to more specific advice about writing our personal statements and other aspects of our individual applications. This enabled us all to maximize our chances of receiving offers for interview.

Starting the ATG (Advanced Tutorial Groups) early in Lower Sixth gave many of us the time to really consider the arduous application process and exactly which course we wished to apply to. This was especially important for me, as I was undecided between four economics-related courses at the time: Economics and Land Economy at Cambridge, and Economics/Management and Philosophy, Politics and Economics at Oxford.

The sessions that focused on Oxbridge explored differences between the two universities. Mr Turner guided us to find the right university and course, by showing us where to research, and what to base our decisions upon. He also guided us through the application process and timeline, so we would be fully prepared for the early entry deadline and admission tests. The Futures Team found the right teachers to scrutinize our personal statements as well as write our references. This was vital for my application, and Mr Rule helped me greatly through the entire process from personal statements to interviews. Applicants had their own mentors, and this allowed for genuine tailored advice to give us all the best chance possible. After choosing the course we were looking to apply to, for me Land Economy, we were divided into smaller groups for more personal advice. The specific guidance for my application from the Futures Team assisted greatly in my preparation for the entrance exams and interviews. Two other students and I worked with Mrs Eassie and Mrs Vicars on the Problem Solving and Critical Thinking aspects of the TSA (Thinking Skills Assessment) respectively. Being able to seek support with any questions I had not understood from someone who could explain the answers clearly was of great assistance in my preparations. Many of the techniques Mrs Eassie and Mrs Vicars discussed helped me in completing questions faster and more accurately, and, as admissions tests are such a crucial part of the application process, this support was invaluable.

After receiving interview offers, through Mr Turner and the ATG we received advice regarding interview preparations for both general and subject specific interviews. In addition, we had mock interviews, either with other teachers in school, or professionals who had studied or were working in the fields we were hoping to enter. Interviews are something many 17- and 18-year olds have done very few of before, therefore being exposed to many mock interviews best prepared us to be interviewed by some of the leading academics at these prestigious universities.

Overall, the Advanced Tutorial Group, our reference writers and the Futures Team greatly boosted our confidence, and I know that I, and all the other applicants, are incredibly grateful for the time and effort spent to help us progress onto the best next step possible.

Medical Advanced Tutorial Group

By Rohan Singhal, Upper Sixth student, (Studying Medicine at University of Cambridge from September)

During the whole of Sixth Form, the Birkenhead School’s Futures Team supported me, alongside the other Medicine and Dentistry applicants, greatly during the arduous medical application process. The help provided came in many different forms, ranging from mock online interviews with practising healthcare professionals, to help with preparing for admissions tests, to learning about the history and founding principles of the NHS.

Starting from the beginning of Lower Sixth, Mr Armstrong, the Head of Biology, hosted the Advanced Tutorial Group for prospective Medicine, Dentistry and Veterinary applicants, every Friday lunchtime. At first, these sessions were aimed at the application process. For example, during one session, Mr Armstrong arranged for a successful Upper Sixth medical applicant to speak to us about his experience, tips, and pitfalls to avoid. As the year progressed, the focus shifted to the skills and knowledge needed to succeed at interview. For example, during one session we took it in turns to do a mock role-play with Mr Armstrong in front of the class, which was extremely helpful as we were able to give each other constructive feedback. In other sessions, we talked about a variety of topics such as medical ethics, the qualities of a good doctor and breaking bad news - all skills required by trainee medics. In addition to these sessions, Mr Armstrong offered us all help during the summer with our UCAT (University Clinical Aptitude Test) preparation and for those doing the BMAT (BioMedical Admissions Test), like myself, he arranged a session to go over Biology topics that were not covered at GCSE. He also meticulously dissected many of our personal statements, wrote many of our UCAS references and made sure that we were applying to universities that would maximise our individual chances. Alongside the aforementioned sessions every Friday lunch time, we were also fortunate enough to be visited every Thursday after school by a range of different practising doctors, led by Dr Murphy and arranged by Mr Turner. These sessions focused on honing our interview skills. Although daunting at first, answering practice interview questions with everyone else listening really boosted my confidence during the real interviews as I knew that my answers were the culmination of feedback from my peers, teachers, and doctors. Many of the medical professionals who came to see us had themselves conducted interviews for Medicine courses, so had first-hand knowledge of what the universities are really looking for such as, structuring answers clearly and even nuances such as greeting the examiner appropriately and smiling. Even during the height of the pandemic when Dr Murphy and her team were working extremely hard, she ensured that, without fail, there was someone to speak to us every week, either via Zoom or in-person. One of the most useful sessions that we did was the mock multiple-mini interviews organized by Dr Murphy & Mr Turner, and conducted by parents and friends of the school who work in various healthcare professions. This was such a good learning experience for us all as Dr Murphy went through our interview feedback on a 1-to-1 basis, telling us what we needed to practise or research more and what we can help others with. Moreover, for those applying to Oxbridge, like myself, Dr Murphy also arranged mock interviews with doctors who had attended these medical schools. This was incredibly helpful as the Oxbridge interview process is quite different to other universities’ and places more emphasis on the candidate’s scientific knowledge and aptitude.

I know that all the Medicine and Dentistry applicants and I are extremely grateful for all the time and effort put in by Mr Armstrong, Mr Turner, Dr Murphy, her team of volunteers and the whole Futures Team.

Work Experience Over Lockdown

By Ellie Price, Lower Sixth student

Over the course of the past year, students have been faced with the challenge of obtaining work experience. As a result, they have had to be innovative with their ways to finding different routes, both virtually and in person. Several students from Lower Sixth have discussed their approach towards gaining work experience in their different fields of interest.

Three students Jack Grundy, Ellie Price and Hattie RogersonBevan have been part of a team of volunteers for Arrowe Park Hospital during the pandemic. As volunteers, they help greet patients and staff entering the hospital, to ensure social-distancing guidelines are enforced, as well as making sure patients receive their belongings. The experience has provided them with an insight into how the hospital has dealt with Covid-19, as well as allowing us to develop interpersonal skills among a wide variety of ages.

Faith Hasan attended a virtual work experience for St James’s Place, a wealth management company. During the week, they went into depth about what the specific roles were and what it was like working for their company. For Faith, it was a valuable experience as it allowed her to decide on a career choice and confirm her ambition of a profession in actuarial work. Although Faith mentioned that she would have liked to be there in person, so she could gain a real insight into what it is like, one of the positives was that she did not have to travel and could easily learn about one person’s jobs and responsibilities and then another. In addition to that, Alice Walker took part in a Graphic Design work experience course, which entailed explaining the different roles involved in Graphic Design and what they do as part of their job. Alice felt it was informative because it was a career path which she was initially interested in, but this experience showed it was not what she had anticipated it would be like. As a result, she was able to explore different careers which were better suited to what she enjoyed.

Springpod also ran a virtual work experience course, which was attended by Maddy Hill and Edward Wells, for Law. The work experience included completing a variety of modules and attending seminars, led by people in the industry, where they were able to engage with them. They both said that it was accessible, due to the fact you could complete the modules at your own pace, and so could take information in a lot more easily. They felt it was an extremely rewarding experience, as they were given an insight into the different aspects of law, so they were able to gain an understanding of the areas which they found most interesting.

Although the students who took part in virtual work experience opportunities expressed that they missed interacting with people and the face-to-face aspect, it was very helpful for those researching their specific careers, as it has given them the opportunity to seek advice from professionals and appreciate what that career is like, despite the difficulties Covid has presented.

Lower Sixth students Jack Grundy, Ellie Price and Hattie Rogerson-Bevan volunteering at Arrowe Park Hospital