A Future Map, in motion
A guess becomes a next step.
Three fictional learners. Three points in time. See how trying the work changes the question — and what happens after the three days.
Daniel · Making things, then testing the route
Two directions to investigate, the work behind them, and three dated next steps.
Your map, at a glance
I want to compare a technical diploma with an apprenticeship route.
7 of 7 sections started
- You
- From your interview
- Suggested by a facilitator
- From a practitioner
- From your family
- Suggested from your work
- AI suggestion: a draft for you to check
Why this map changed
Why my map changed
End of Day 3
The budget change forced me to justify each part. The practitioner’s question made diagnosis a direction I want to investigate.
Changed
- Before this change
- I like fixing things. Is a degree the only way into that work?
- After this change
- I want to compare a technical diploma with an apprenticeship route.
What the family sees
The learner chooses the sections and publishes a family version. Paying for a place does not open their private reflections.
Published in this sample
My options · The money · My next 90 days
My options
- Explore mechatronics through a technical diploma: the testing work held my attention.
- Explore a supervised technician apprenticeship: I want to learn how much of the day is diagnosis.
The money
- Check equipment, transport and course fees as well as the published entry requirements. Compare when any training allowance is actually paid; none is assumed here.
My next 90 days
- Ask a training provider about entry requirements and supervised practical work
- Keep a test-and-revision log for a small, safe repair
- Compare travel and equipment costs for two training routes
Kept private in this sample: Me · The work · The people · The future
Explore the sample family portalOpen the entries behind the map
Me 2
What you're interested in, with real examples.
- You
I want to compare a technical diploma with an apprenticeship route.
- You
I enjoyed testing a simple build, recording failures and trying again.
My options 2
Two directions worth exploring, each with reasons and open questions.
- You
Explore mechatronics through a technical diploma: the testing work held my attention.
- You
Explore a supervised technician apprenticeship: I want to learn how much of the day is diagnosis.
The work 1
What you made, how you changed it and how you explained it.
- You
My first build used every material provided. When the budget was cut, I kept the essential parts and recorded what the cheaper version could not do.
Illustrative evidence: 1
The people 1
What practitioners said that changed or challenged your thinking.
- From a practitioner
The practitioner asked me to explain a failure before changing a part. I realised I liked the diagnosis as much as the repair.
The future 1
How the tasks in your options might change with AI, and how sure anyone can be.
- You
AI tools may help find faults. I still need to test the suggestion safely and explain why a repair is appropriate; I do not know how every workshop will adopt them.
The money 1
Routes, costs, time and first-salary ranges, each with its source.
- You
Check equipment, transport and course fees as well as the published entry requirements. Compare when any training allowance is actually paid; none is assumed here.
My next 90 days 3
Three dated actions, starting with one small experiment.
- You
Ask a training provider about entry requirements and supervised practical work
12 Jan 2027 · Not started
- You
Keep a test-and-revision log for a small, safe repair
5 Feb 2027 · Not started
- You
Compare travel and equipment costs for two training routes
15 Mar 2027 · Not started
Dates and evidence are illustrative. No course admission, job or completed action is promised.
See a sample Future Map
Send this fictional example to someone you are thinking it through with. The link remembers the learner and moment you chose.
The map stays the learner’s. At 30 and 90 days, check-ins ask what they tried and what they found out. No reply is recorded as no reply, never as success.
See how the three days workWhat changes across a cohort?
For schools and sponsors
What changes across a cohort?
Illustrative SAMPLE data — not pilot resultsA worked example of the cohort report, using the same fictional before-and-after survey data as the staff SAMPLE impact view. The pilot will report actual outcomes separately.
The three sample maps, together
A separate example using the three fictional learners in this gallery. Counts include only entries in sections shared with the team; private starting options do not count. These are not the 20 survey participants below.
| Shared map entries | Before Day 1 | End of Day 3 |
|---|---|---|
| Learners sharing a map | 3 | 3 |
| Options shared | 0 | 6 |
| Dated next steps | 0 | 9 |
| Work entries with evidence | 0 | 3 |
Day 90 in these three fictional stories: 3 of 9 actions completed with illustrative evidence, 3 in progress and 3 still planned. This is not a cohort completion rate.
The staff SAMPLE survey cohort
- Fictional participants
- 20
- Answered both times
- 9
- Answered before
- 12
- Answered after
- 12
Only 9 of 20 fictional participants answered both times. Changes below refer to those 9, not the whole cohort.
- Higher after6 of 9
- Unchanged2 of 9
- Lower after1 of 9
The question: how confident are you about your next steps? Learners rate it from 1 to 5. This is self-reported clarity, not an ability score or evidence of a job outcome.
How to read this example
- Before and after
- 9 of 20
- Before only
- 3 of 20
- After only
- 3 of 20
- Neither survey
- 5 of 20
These counts describe invented responses. A before-and-after difference does not show that the programme caused it. No individual names, map entries or private reflections appear in a cohort report; small groups are protected in real reporting.
Beyond the survey, staff can report how many learners shared a map, received a plan-clinic review, changed their leading option and set a dated next step. These are descriptive signals, not predictions. The public example makes no claim that those milestones have been achieved.
Day 30 and Day 90: report evidenced actions and return visits with all participants as the denominator, including non-response. This SAMPLE fixture has no cohort-wide follow-up results, so none are shown.