Aims

We aim to raise aspirations, challenge stereotypes and encourage students to consider a wide range of careers. Through careers education and guidance it is hoped that students will be encouraged to make the most of their talents and to go on to jobs or courses which suit their personality, interests, skills and abilities. We aim to ensure our students make informed key choices that which will affect their future and also to help them become aware of their strengths, areas for development and interests in relation to the world of work.

The three main areas of careers learning, identified in the National Framework, form themes throughout careers work from years 7 -11. These are:

Self-Development – students should understand themselves, identify their skills and areas for development and recognise the influences on them.

Career Management – students make adjustment to plans, how to manage change and transition.

Career Exploration – students investigate opportunities in learning and work.

In particular we intend our students to:

  • develop a broad understanding of the world of work with an ability to respond to changing opportunities.
  • develop independent research skills so that they can make good use of information and guidance.
  • develop and use their self-knowledge and awareness of their strengths, skills and personality, when thinking about and making choices.
  • develop the skills they need to review achievements, plan future actions, make decisions, present themselves well and cope with change and transition.

We recognise that the process of making career decisions is a lengthy one and that most of our students will make their final choices after leaving Blacon High School.

Commitments

We are committed to:

  • the provision of resources and advice to enable students to understand and develop career choices and to ensure that careers education is seen as part of the overall curriculum and learning framework for all year groups.
  • encouraging students to achieve and to be ambitious.
  • further involving students, parents and carers in the further development of careers work.
  • to achieving and retaining the Careers Education Information Advice and Guidance Award.

Provision
Careers includes both education and guidance. Careers education helps our students develop the knowledge and skills they need to make successful choices, manage transitions in learning and move into work. Through guidance students are able to use their knowledge and skills to make the decisions about learning and work that are right for them.

Students have a timetabled careers lesson every 2 weeks, when they develop and use their self-knowledge and awareness of their strengths, skills and personality, to think about and make choices about possible future study and careers. They also learn about the skills that employers look for in employees and how they can effectively communicate to employers examples of when they have demonstrated these skills; in covering letters, CVs and interview situations. Students develop the skills they need to review achievements, plan future actions, make decisions, present themselves well and cope with change and transition. Lessons on managing personal finance also help prepare students for their life after Blacon High School.

In half-term 1, students have a 1:1 meeting with the teacher with responsibility for careers advice; with follow up meetings, as and when required. Students’ progression and aspirations are then tracked and interventions planned to support them.

Students in KS4 receive independent advice and guidance (IAG) from the providers of post 16 education – sixth form centres, colleges, apprenticeships and work based learning – through the use of outside speakers and assemblies.

Students also have the opportunity to attend open evenings and information days.

Following each data catch, all year groups will complete a self-evaluation document, identifying their strengths, skills and areas for development during tutor review sessions.

Students have a Careers Day when they have the opportunity to speak with a wide range of employers and educational establishments and start to identify possible future pathways in more detail.

In half-term 2, students have a 1:1 meeting with the teacher with responsibility for careers advice. Students’ progression and aspirations are then tracked and interventions planned to support them.

Students in KS4 receive independent advice and guidance (IAG) from the providers of post 16 education – sixth form centres, colleges, apprenticeships and work based learning – through the use of outside speakers and assemblies.

Following each data catch, all year groups will complete a self-evaluation document, identifying their strengths, skills and areas for development during tutor review sessions.

2009Students have a Careers Day, facilitated by a group of Lloyds Banking staff, providing them with the opportunity to learn how to write a CV, use the STAR technique to prepare for interviews and take part in a mock interview. Students are provided with feedback at each stage. In half-term 3, students have a 1:1 meeting with the teacher with responsibility for careers advice. Students’ progression and aspirations are then tracked and interventions planned to support them.

Following each data catch, all year groups will complete a self-evaluation document, identifying their strengths, skills and areas for development during tutor review sessions.

In half-term 2, prior to the options process, students will have two one-hour careers lessons. The lessons will be taught by the teacher with responsibility for careers and will explore the range of possible future pathways available to students and how they link to core subjects and possible option subjects. Students will also understand how the wider generic skills learned in lessons are important for future education and employment

In half-term 4, students meet with our Careers Teacher in small groups of four or five, to start initial discussions about future pathways. Students’ progression and aspirations are then tracked and interventions planned to support them.

Following each data catch, all year groups will complete a self-evaluation document, identifying their strengths, skills and areas for development during tutor review sessions.

Students start to consider their interests, strengths, skills and areas for development during tutor review sessions following each data catch.

In half-term 5, students meet with our Careers Teacher in small groups of four or five, to start initial discussions about future pathways. Students’ progression and aspirations are then tracked and interventions planned to support them.

Following each data catch, all year groups will complete a self-evaluation document, identifying their strengths, skills and areas for development during tutor review sessions.

These websites provide additional support when considering possible future study options and careers

www.successatschool.org – careers information

www.nationalcareersservice.direct.gov.uk – select job profiles

www.prospects.ac.uk select options with my subject

www.plotr.co.uk – suggests careers but takes 30 – 60 minutes

The Future After BHSPersonal Statement Guides