Summary of Careers Strategy for Years 7 and 8

Year 7

  •  Careers education units in PSHE to cover careers and jobs, the interview process and skills and qualities for work .
  •  Assemblies to introduce the concept of higher education
  •  Visit to the Big Bang Fair at the NEC to explore careers in STEM
  •  Visit to JDR Cabling plant to explore careers in Engineering and Design
  •  Skills Service Event to explore teamwork and management skill.

 

Year 8

  • Careers education units in PSHE to include labour market information, entrepreneurship and enterprise, making choices, the importance of skills in the work place, interview techniques.
  •  ‘What is higher education?’ workshops
  •  Pathways Day – an insight into careers and the opportunity to take subjects tasters as preparation for the options process

 

We measure the impact of these strategies by using an online survey at the end the school year.

Statutory Duties

1. Section 42A of the Education Act 1997 requires governing bodies to ensure that all registered pupils at the school are provided with independent careers guidance from year 8 (12-13 year olds) to year 13 (17-18 year olds).

2. The governing body must ensure that the independent careers guidance provided:

· is presented in an impartial manner, showing no bias or favouritism towards a particular institution, education or work option

· includes information on the range of education or training options, including apprenticeships and technical education routes;

· is guidance that the person giving it considers will promote the best interests of the pupils to whom it is given.

3. The Technical and Further Education Act 2017 inserts section 42B into the Education Act 1997 and came into force on 2 January 2018. This new law requires the proprietor of all schools and academies to ensure that there is an opportunity for a range of education and training providers to access all pupils in year 8 to year 13 for the purpose of informing them about approved technical education qualifications or apprenticeships. Please see Provider access policy in Appendix A.

Rationale

Our Strategy:

Our strategy is to ensure that every student can access the university or career of their choice and so our goal is for every Littleport and East Cambs Academy (LECA) student to:

  • Develop good habits and skills, such as communication, creativity, problem solving, digital literacy and resilience in the face of challenge 
  • Have access and exposure to a range of opportunities which help build a picture of what they want their future to look like
  • Make ambitious and informed decisions about their pathways

Our Objectives:

  • To have a clear plan for careers education, information and guidance for students in Year 7 through to 13
  • To engage with employers to raise aspiration through knowledge of careers and career pathways
  • To ensure students receive impartial, independent advice at all stages of their time at LECA.

 

There has never been a time when careers guidance has been as important for young people as it is today. The landscape of education, training and employment opportunities that students need to navigate is more complex and more challenging than that faced by previous generations. The raising of the age for participating in learning means that young people face a wider range of choices of courses and places to study. Students need help to make choices and manage transitions: they need good quality careers education, information, advice and guidance. The school careers strategy sets out how the school intends to provide a fit for purpose careers programme with the available resources which will provide our students with the knowledge, inspiration and ability to take ownership of their own career action plans which will enable them to succeed in their chosen career paths.

Careers education does not just mean informing students about their options after school but also how their school career will affect their futures. It is our statutory duty to ensure that all pupils receive independent, impartial advice and guidance regarding all options within school and how they will affect their options after school and which careers pathways will become available to them. By helping students with decisions at crucial stages, informing them of all their options and introducing them to the world of work, we aim to prepare them for life after school whichever path they choose.

LECA as part of The Active Learning Trust and in partnership with Neale-Wade Academy has strong links with outside agencies including universities and colleges, global corporations and local businesses which contribute to:

  • Raising aspirations and increasing motivation – helping young people to identify educational and occupational goals
  • Demonstrating the relevance of the knowledge and the skills learnt in subjects to future opportunities in learning and working
  • Developing the skills for effective learning – reviewing achievements, setting targets, planning and taking action
  • Demonstrating the links between living, learning and earning
  • Improving literacy – developing information and communication skills
  • Improving progression
  • Reducing NEET
  • Careers work also supports strategies for student’s personal and social development by:
    • Building self-confidence and self-reliance
    • Promoting positive and informed attitudes to learning
    • Promoting leadership, organisation, resilience and initiative
    • Developing good communication skills

Careers Guidance and Inspiration

The Careers programme is developed in consideration of the CDI (Career Development Institute) framework and the Gatsby Report's benchmarks.  The key areas are:

  • A Stable Careers Programme
  • Learning from Career and Labour Market Information
  • Addressing the Needs of Each Pupil
  • Linking Curriculum Learning to Careers
  • Encounters with Employers and Employees
  • Experiences of Workplaces
  • Encounters with Further and Higher Education
  • Personal Guidance

Students have different career guidance needs at different stages and advice and support is tailored to the needs of each student.  All teachers aim to link curriculum learning with careers with particular emphasis on the relevance of STEM subjects for a wide range of career paths.

Every student has multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace.  All students understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace. Every student will have the opportunity for a guidance interview with a career adviser. This is available whenever significant study or career choices are being made.

 

Student Entitlement Statements

Year 7 Careers Entitlement

By beginning careers education early students can make better informed decisions at transition stages and are more motivated in school in order to follow a particular pathway. Students are encouraged to identify personal traits, strengths and skills and develop confidence and have high expectations of themselves.

During Year 7:

  • Students are introduced to careers resources and informed how to use them.
  • Each student will create a careers plan to outline their aims and ambitions for the future
  • Careers education units in PSHE to cover careers and jobs, the interview process and skills and qualities for work
  • Assemblies are used to introduce the concept of higher education
  • Enterprise activities to develop skills such as communication, leadership, team work, initiative and organisation.

Year 8 Careers Entitlement

Students build on personal strengths and begin to link skills to specific careers enabling realistic and informed decisions at transition stages. They are also encouraged to use careers resources available and informed where to find out more about specific courses/careers.

During Year 8:

  • Students introduced to the world of work and how it is constantly changing.
  • Students introduced to other careers software and websites available in school.
  • Students encouraged to think about what they might like to achieve after school.
  • Academic and careers progress is recorded on Student Career Plan
  • Careers education units in PSHE to include labour market information, entrepreneurship and enterprise, making choices, the importance of skills in the work place, interview techniques
  • ‘What is higher education?’ workshops
  • Pathways Day – an insight into careers and the opportunity to take subjects tasters as preparation for the options process

 

Employer Engagement

Working with employers aims to understand the challenges faced by organisations employing young people through collaborative sharing of skills, knowledge and vision. We want our Academy to be known as the Academy that works with employers to understand the employers’ approach to human resources so that we can proactively boost the employability competencies and job prospects of our young people.

Working with employers also enables the Academy to provide impartial careers guidance across a range of pathways such as university, apprenticeships and other vocational pathways.

Management

The Academy Careers Advisor facilitates and promotes the careers programme and reports to the Director of Curriculum and Careers with responsibility for this area.

Mrs Sam Mandley is the senior leader with responsibility for Careers at the both LECA and Neale-Wade Academy.

Our Careers Adviser is Mrs Helen Parks who is qualified at level 4 and working towards level 6.

Staffing

All staff contribute to CEIAG through their roles as tutors and subject teachers. Specialist sessions are delivered through some curricular areas with good practice highlighted in Science, English and Design Technology. Careers information is available in the main Academy Resource Centre and on-line remotely via our website. The Academy additionally actively promotes the National Careers website/helpline and the apprenticeship website as well as Youthoria, the Cambridgeshire County Council website for young people.

Data

LECA uses both internal and external data to support the following:

  • GO 4 schools data to ensure advice is aspirational
  • Data to inform the Local Authority RONI to support students targeted as at risk of not participating at Post 16 
  • HEFCE and POLAR data to analyse local HE participation rates.

Our school data also identifies those students who need extra support. These students may be highlighted as requiring additional support with transition through to Post 16 or university.

 

 

 

 Examples could be students who are looked after, students with reduced attendance, other vulnerable students and those with low prior attainment. It is the Academy’s aim that none of these barriers will prevent any student from moving onto their next step and will ensure that this progression is appropriate and supported

 

 

 

 

Career Events Panning

 

 

Autumn Term

Spring Term

Summer Term

Year 7

  • Enterprise Activity
  • Employer Engagement Activity
  • Tutor group Activities – My Career Plan
  • What is HE?  - Assembly

 

  • Life Skills – assembly and tutor group opportunities
  • PSHE – Careers and jobs

Year 8

  • Event for University/ Technical Colleges
  • Pathways Day – exploring options
  • Careers Event

 

  • KS4 options event
  • ‘Eyes on the Prize’
  • HPA HE Workshop
  • PHSE – LMI and recruitment techniques

 

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