Careers, Universities and Future Pathways

Planning for life beyond Hockerill begins early in Year 12 and develops throughout the two years. 

When students join the Sixth Form, they undertake psychometric and career profiling activities designed to help them explore their interests, strengths and possible career pathways. This also helps us understand students' developing aspirations and provide relevant information, opportunities and experiences as their ideas begin to take shape. 

Students benefit from the specialist expertise of our fully qualified Careers Adviser, alongside regular guidance from their Form Tutor, Head of Year, Director of Sixth Form, subject teachers and other College leaders. Individual Careers Information, Advice and Guidance (CIAG) meetings provide opportunities to explore particular interests, choices and pathways in greater depth. 

Careers remain part of the conversation throughout Sixth Form. A fortnightly Careers Bulletin highlights courses, apprenticeships, employment opportunities, events and other experiences, while talks and workshops involving universities, employers, alumni and industry professionals allow students to hear directly from people with first-hand experience of different pathways. 

Making informed decisions about life after Sixth Form starts with understanding what is possible. We encourage students to look beyond the options they already know and actively explore the opportunities available to them. 

Students have a wide range of opportunities to discover different pathways, including attending UCAS Discovery, where they can meet representatives from universities, colleges, employers and apprenticeship providers. These experiences allow students to ask questions, compare different routes and begin to understand what different opportunities could offer. 

We organise visits to universities and other institutions, including opportunities linked to particular subjects and areas of interest. Students are also encouraged to attend university open days, applicant events and other opportunities that allow them to experience institutions for themselves. Where appropriate, students can be given authorised time away from College to attend these events. 

From the beginning of Year 12, students are also encouraged to engage in super-curricular activities that allow them to explore subjects beyond the Sixth Form curriculum. Subject taster lectures, masterclasses, academic talks, competitions, wider reading and other enrichment opportunities can help students discover new areas of interest and develop a deeper understanding of subjects they may wish to pursue in the future. Dedicated Oxbridge and Medicine preparation guides are also available to support students who are considering these particularly competitive pathways. 

Employer engagement and work experience provide another valuable perspective. Students are encouraged to seek experiences connected to areas they may be considering, giving them the opportunity to experience professional environments, develop workplace skills and explore what particular careers are really like. 

Through these experiences, students begin to move beyond simply knowing that an option exists. They develop a clearer understanding of different pathways, ask better questions and gain the insight they need to make choices that are right for their individual ambitions and interests.

For students applying to university, we provide a structured programme of preparation alongside individual guidance and support. 

Dedicated curriculum time is used to explain the UCAS process, explore courses and institutions, understand entry requirements and support students as they make informed decisions about where and what to study. Students are encouraged to consider not only their academic interests, but also the type of course, university environment and opportunities that will best suit their individual goals. 

Students receive experienced guidance with the written elements of their applications, helping them communicate their academic interests, wider engagement and relevant experiences effectively. Predicted grades are provided at the appropriate point in the process, enabling students to make informed and appropriately ambitious choices about where to apply. 

We also invite universities and higher education professionals into College to provide additional guidance on key aspects of the university journey. These sessions include support with personal statement writing and the wider UCAS application, as well as practical guidance on student finance and preparing for the transition to university life. 

Form Tutors play an important role throughout the process. Subject teachers contribute their knowledge of each student's academic performance and potential to the school reference, which is drafted by the Form Tutor and overseen by the Head of Careers. 

The process is structured, but the guidance remains individual. We want students to understand not only where they are applying, but why a particular course and institution might be right for them, and to feel well prepared for the transition from Sixth Form to higher education.

Some university applications require an earlier timeline, additional preparation and a clear understanding of the selection process. At Hockerill, students applying for Medicine, Dentistry, Veterinary Science, Oxford or Cambridge are supported through a dedicated programme of preparation that begins well before the application deadline. 

The Head of Careers works regularly with our early applicant group, providing personalised advice and guidance on course and university selection, application timelines, admissions tests, super-curricular development and interview preparation. Students are encouraged to understand the requirements of their chosen pathway early so that they can use Year 12 effectively and build their academic profile over time. 

We provide dedicated Oxbridge and Medicine Preparation Guides, which bring together key information, recommended opportunities, resources and guidance for students considering these pathways. The guides include a suggested preparation timeline, helping students identify when to undertake wider reading, lectures, masterclasses, academic competitions, work experience, admissions test preparation and other relevant activities. 

Students are also encouraged to make use of our Sixth Form Super-Curricular Reading Guide, which provides suggestions for exploring subjects beyond the A level or IB curriculum. Wider reading and academic exploration can help students develop their intellectual interests, deepen their subject knowledge and reflect more meaningfully on what they have learned when preparing their applications. 

Where appropriate, students are directed towards subject-specific lectures, masterclasses, academic competitions, university outreach programmes and other enrichment opportunities. For Medicine applicants, this can include relevant healthcare experiences and opportunities to explore the scientific, ethical and wider issues surrounding medicine. Students applying to Oxbridge are supported to develop the academic curiosity, critical thinking and subject engagement expected of applicants to highly selective courses. 

Preparation also includes support for admissions tests and interviews. Students receive guidance on relevant tests and are encouraged to build preparation into their wider application timeline. Where interviews form part of the selection process, students have opportunities to undertake mock interviews with carefully selected staff and others with appropriate experience and expertise. 

Our aim is not simply to help students complete a competitive application. We want students to use the preparation process to explore their subject in greater depth, develop academically and understand what they are applying for, so that they can demonstrate their interests, potential and suitability with confidence. 

Hockerill's international outlook naturally extends to students' choices beyond Sixth Form. 

While most of our university applicants choose UK institutions, Hockerill students also apply to universities across Europe, North America, Asia and elsewhere in the world. 

International applications can differ considerably between countries and institutions, with different systems, deadlines, admissions requirements, essays and supporting documentation. Students considering universities outside the UK therefore receive specific guidance appropriate to the countries and institutions to which they are applying. 

For students who have spent their Sixth Form years within an international community, considering opportunities beyond the UK can be a natural extension of their Hockerill experience.

University is an important destination for many Hockerill students, but it is not the only successful pathway. We are committed to ensuring that students understand the full range of opportunities available to them, including degree apprenticeships, higher apprenticeships and direct employment. 

Degree apprenticeships can combine paid employment, substantial workplace experience, professional training and higher education, providing an alternative route to gaining a degree and developing a career. Apprenticeship vacancies and recruitment processes operate differently from UCAS, with opportunities released throughout the year and individual employers setting their own entry requirements and recruitment timelines. Students interested in these routes are therefore encouraged to start exploring opportunities early. 

Students applying for apprenticeships can access dedicated support from the Head of Careers through our Sixth Form Apprenticeship Support Group. The group provides regular, practical guidance on finding and researching vacancies, understanding apprenticeship levels and entry requirements, completing applications, developing CVs and cover letters, and preparing for the different stages of employer selection processes. 

We also make apprenticeship and employment opportunities visible through our regular Careers Bulletin, ensuring that students are alerted to relevant vacancies, employer events, insight programmes, application opportunities and other useful resources as they become available. 

Preparation extends beyond finding a vacancy. Students have opportunities to develop the professional skills needed to navigate recruitment successfully, including CV writing, application techniques, interview preparation, assessment-centre skills and professional networking. LinkedIn workshops and employer engagement also help students understand how to present themselves professionally and begin developing their professional identity. 

We are passionate about ensuring that apprenticeship and employment pathways receive the same thoughtful, personalised and proactive careers support as other post-18 options. Whatever route a student chooses, our aim is for them to understand their options, recognise opportunities when they arise and feel confident in pursuing the pathway that is right for them.

For some students, the right next step may be a gap year before university, employment or further training. 

We encourage students considering this option to think purposefully about how they might use their time. A gap year might include employment, travel, volunteering, developing a language or skill, gaining relevant experience or a combination of different activities. 

Used well, this time can develop independence and confidence, provide valuable experiences and allow students to explore their interests before moving on to their next stage.