Career Related Learning

The Academy supports legislation, national standards and best practice in careers. The academy's careers education, information and guidance is overseen by  Mrs T Meeks [ Assistant Headteacher] Tel: 0115 822 1244 or Email: ceiag@parkvaleacademy.org.uk.

Park Vale Academy believes that:

  • Every student should have high quality, independent careers guidance to encourage them to be well informed when making subject and career decisions.
  • All students should participate in a range of activities to develop a range of employability skills preparing them for a working life which is right for them; will be enjoyable and provide economic well-being.

All students at Park Vale Academy should:

  • Expect information, advice and guidance as an entitlement and know where to access up to date information about work, training and educational opportunities.
  • Be given the opportunity to experience work related learning including a period of work experience (Y10).
  • Experience a range of career related activities including employer talks, career fairs, motivational speakers, college and university visits and mentors. Post 16 Provider Access Policy [Baker Clause]

Students are further encouraged to be good citizens and to: volunteer in the community; do charity work; raise funds for charities;  respond to international situations; take care of the environment; recycle and play a part in the development of the Academy and the community. 

Students will receive face to face guidance and support with careers research to ensure they are fully ready to make well informed decisions about their career pathways. All students will undertake career learning as part of their tutor time activities. All students have access to Unifrog  - a whole-school careers and destinations platform that allows students to compare apprenticeships, School Leaver Programmes, and Further Education courses in the UK, as well as MOOCs worldwide.

The Government’s careers strategy4, published on 4 December 2017, sets out a long term plan to build a world class careers system that will help young people and adults choose the career that is right for them. To achieve this aim, the careers strategy sets out that every school and academy providing secondary education should use the Gatsby Charitable Foundation’s Benchmarks to develop and improve their careers provision.

Monitoring and Evaluation

Monitoring of the activities and the guidance taking place will include observations by SLT and feedback from students and those engaged in activities (e.g. parents, colleges, and employers). Outcomes will be reported to Governors on an annual basis.

Impact will be measured by:

  1. Attainment and destination of students – closing the gap between young people from disadvantaged backgrounds and others.
  2. NEET figures.
  3. A Quality in Careers Standard award.
  4. Questionnaires – trend analysis
  5. Focus groups

Our career programme is developed with reference to:

Careers Guidance Action Plan – Government Response to Recommendations from Ofsted’s Thematic Review & National Careers Council’s Report – September 2013. DFE-00169-2013

Career Strategy – making the most of everyone’s skills and talents. December 2017. DFE-00310-2017

Career Guidance and access for education and training providers – statutory guidance for governing bodies, school leaders and school staff. October 2018. DFE-00002-2018

The Eight Gatsby Benchmarks of Good Career Guidance

1. A stable careers programme

Every school and college should have an embedded programme of career education and guidance that is known and understood by students, parents, teachers, governors and employers.

• Every school should have a stable, structured careers programme that has the explicit backing of the senior management team, and has an identified and appropriately trained person responsible for it.

  • The careers programme should be published on the school’s website in a way that enables pupils, parents, teachers and employers to access and understand it.

• The programme should be regularly evaluated with feedback from pupils, parents, teachers and employers as part of the evaluation process.

2.Learning from career and labour market information

Every student, and their parents, should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information.

• By the age of 14, all pupils should have accessed and used information about career paths and the labour market to inform their own decisions on study options.

 • Parents should be encouraged to access and use information about labour markets and future study options to inform their support to their children.

3.Addressing the needs of each student

Students have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each student. A school’s careers programme should embed equality and diversity considerations throughout.

• A school’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations.

• Schools should keep systematic records of the individual advice given to each pupil, and subsequent agreed decisions. • All pupils should have access to these records to support their career development.

• Schools should collect and maintain accurate data for each pupil on their education, training or employment destinations for at least three years after they leave the school.

4.Linking curriculum learning to careers

All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.

• By the age of 14, every pupil should have had the opportunity to learn how the different STEM subjects help people to gain entry to, and be more effective workers within, a wide range of careers.

5.Encounters with employers and employees 

Every student should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.

• Every year, from the age of 11, pupils should participate in at least one meaningful encounter* with an employer.

 

 

*A ‘meaningful encounter’ is one in which the student has an opportunity to learn about what work is like or what it takes to be successful in the workplace.

6.Experiences of workplaces

Every student should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.

• By the age of 16, every pupil should have had at least one experience of a workplace, additional to any part-time jobs they may have.

• By the age of 18, every pupil should have had one further such experience, additional to any part-time jobs they may have.

7.Encounters with further and higher education

All students should 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.

• By the age of 16, every pupil should have had a meaningful encounter* with providers of the full range of learning opportunities, including Sixth Forms, colleges, universities and apprenticeship providers. This should include the opportunity to meet both staff and pupils.

*A ‘meaningful encounter’ is one in which the student has an opportunity to explore what it is like to learn in that environment. 

• By the age of 18, all pupils who are considering applying for university should have had at least two visits to universities to meet staff and pupils.

8.Personal guidance

Every student should have opportunities for guidance interviews with a career adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made.

• Every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18.

To secure the Gatsby Benchmarks at the academy each year group will underetake a range of activities:

Year 11 :-

  • 1-2-1 action planning through career guidance with the Academy's Career Guidance Mentor.
  • Support with all post 16 applications.
  • Online career guidance and further information/ Unifrog.
  • Visiting speakers from post 16 providers to inform students of opportunities available to them.
  • Visiting representatives from business and industry to inform students of careers and career routes.
  • Career and Apprenticeship Fairs
  • Visiting speaker from National Citizenship Service.
  • 6th Form and University visits.
  • Individual target setting reviewed at progress evening with parents/carers.
  • Continue with self-improvement work and character development to ensure that students have the skills, qualities and capabilities that employers need from the future workforce.
  • Revision planning and techniques workshops
  • Continual review of CV and update when appropriate.
  • 1-2-1  mentoring.
  • Post 16 Induction Days.
  • Apprenticeship guest speakers.
  • Various subject related visits.
  • Careers Aspiration questionnaire.
  • Digital profile awareness.
  • After school enrichment.
  • Student leadership opportunities
  • Performing Art productions in school.
  • Returning students as a way of them inspiring our current students and for us to continue to share in their achievements.

Year 10 :-

  • 1 weeks work experience
  • 1-2-1 action planning through career guidance with the Academy's Career Guidance Mentor.
  • Online career guidance and further information.
  • Visiting speakers from post 16 providers to inform students of opportunities available to them.
  • Visiting representatives from business and industry to inform students of careers and career routes.
  • Career and Apprenticeship Fairs.
  • Questionnaire - My Future.
  • Guidance by teachers about the links between curriculum learning and real life work.
  • Online career guidance and further information/ Unifrog
  • Preparation for work experience.
  • 1-2-1 career guidance from Career Advisor to provide independent & impartial careers advice and promote the best interest of the student to whom it is given.
  • 1-2-1 mentoring.
  • Individual target setting reviewed at progress evening with parents/carers.
  • Continue with self-improvement work and character development to ensure that students have the skills, qualities and capabilities that employers need from the future workforce.
  • Create CVs and personal statements of strengths and weaknesses.
  • Continue exploring pathways.
  • Continue fund raising.
  • Digital profile awareness.
  • After school enrichment.
  • Student leadership opportunities
  • Performing Art productions in school.
  • Debrief of work experience week.
  • Spanish Exchange.
  • Sports - representing the Academy.
  • Duke of Edinburgh Award.

During Year 9 students will be exploring a variety of careers and pathways suitable to their own individual aspirations and option choices

Year 9 :

  • Individual target setting reviewed at progress evening with parents/carers.
  • Careers fair.
  • Visiting representatives from business and industry to inform students of links between classroom learning and work.
  • Peer Mentoring.
  • Students are given general advice by CTL's/HOD about the courses offered by subject areas.
  • Post 16 providers at option evening to provide advice.
  • Online career guidance and further information/ Unifrog
  • Face to face career guidance to provide independent & impartial careers advice and promote the best interest of the student to whom it is given.
  • Visiting speakers.
  • Recognise the need for self-improvement.
  • Develop soft skills, e.g. team working, determination, resilience, self-confidence etc. as part of their character development in preparation for the world of work.
  • Careers research on National Careers Service website.
  • 1-2-1 Career destination coaching - where do they see themselves in 5 years and how do they achieve it?
  • Continue exploring pathways.
  • Sports - representing the Academy.
  • Charity fund raising and community projects.
  • After school enrichment.
  • Student leadership opportunities
  • Performing Art productions in school.
  • Digital profile awareness.
  • After school enrichment.

Year 8 :

  • Making well informed option choices.Options evening consultation with parents and students - personal choices to be made in the best interest of the students' future aspirations.
  • Career fairs.
  • Mentoring advice to selected students on an individual basis against achievement.
  • Online career guidance and further information/ Unifrog
  • Visiting speakers.
  • Visiting representatives from business and industry to inform students of links between classroom learning and work.
  • Individual target setting reviewed at progress evening with parents/carers.
  • Peer Mentoring.
  • Sports- representing the Academy.
  • Develop soft skills, e.g. team working, determination, resilience, self-confidence etc. as part of their character development in preparation for the world of work.
  • Careers research on National Careers Service website.
  • Charity fund raising and community projects.
  • Digital profile awareness.
  • Student leadership opportunities
  • Performing Art productions in school.

During Year 7 students will be working with their own tutor group and year group on a range of careers related activities.  The key area will be self-awareness and to identify their own strengths, weaknesses, skills and capabilities and how these relate to academic subjects and employability skills.  

Year 7 :-

  • Recognition of own strengths and own areas of development.
  • Recognition of own skills, qualities and capabilities.
  • Personal development target setting to be discussed at Progress evenings with parents/carers.
  • Tutor mentoring.
  • Researching career websites/ Unifrog
  • Charity fund raising and community projects.
  • Problem solving - activities that will develop creativity and overcoming a problem in a team.
  • Sports - representing the Academy.
  • Digital Etiquette and safety.
  • Presentation Skills - develop skills needed for presenting.
  • School leadership opportunities

What Next? Career Guidance

National Career Service 

Find an Apprenticeship 

Research your career options (Plotr.co.uk)

Univeral Jobmatch  Find out about jobs (and apprenticeships) in Great Britain and abroad.

Careers in Science, Technology, Engineering & Maths