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By beginning careers education at the very start of their time at Sandhill View, we believe that students’ aspirations and motivation are increased and they are more equipped to make better informed decisions at key transition stages.

Rationale

Sandhill View Academy has a critical role to play in preparing our young people for the next stage of their education or training and beyond.

A young person’s career is their pathway through learning and work and we recognise that effective careers guidance contributes to raising aspirations, improving motivation and overcoming barriers to success and we are committed to achieving the inspiring IAG award

We have high expectations for all of our students, including for our most vulnerable and those with special educational needs and disabilities, so that every student is challenged appropriately and acquires the knowledge, skills and attitudes for lifelong learning which employers value. This will help every young person to realise their potential and enhance their employability. 

Our Vision

    • To prepare students for the ever changing opportunities, responsibilities and experiences of adult life and equip them with the skills to manage the choices, changes and transitions ahead of them
    • To help students develop a positive self-image, increase self-confidence and raise personal aspirations
    • To ensure that all students  have an equal opportunity to develop the necessary skills, knowledge and awareness of the working world so that they are equipped with the ability to follow an individual chosen route to further education and employment in a career choice, which matches their aspirations in relation to their ability

  • Inspiring IAG Quality Award Code of Practice

    Sandhill View Academy has achieved the Inspiring IAG Stage 3 Award. The  award recognises that we:

    1. Ensure young people get the support they need to make well informed, realistic decisions about their future through careers education, information, advice and guidance.
    2. Have appropriate, up to date, accurate and impartial information and resources that all young people can access regardless of race, gender, religion, ability, disability, social background or sexual orientation.
    3. Ensure the organisational policies relating to careers education, information, advice and guidance (CEIAG) are up to date and regularly reviewed and reflect this code of practice.
    4. Empower young people by informing them of how they can access CEIAG to help them plan their future and make well informed, realistic decisions.
    5. Provide young people from year 8 onwards access to impartial professionally qualified careers guidance[1] and ensure formal regular assessment arrangements are carried out of the guidance practitioner, by appropriately qualified[2] senior staff to determine ongoing competency.
    6. Offer all young people access to impartial and independent[3] careers guidance[4], at a time and place that suits their needs.
    7. Ensure that all staff working with young people are offered and access ongoing training about qualifications/progression pathways and other relevant subjects and that there is a formal system in place to ensure the competency of all staff in delivering CEIAG.
    8. Work in partnership, where appropriate, with opportunity providers including employers, FE and training providers, and youth support services.
    9. Working with parents/carers to offer them information, advice and guidance to help them, help their son/daughter.
    10. Involve young people in the design, delivery and evaluation of CEIAG programmes.
    11. Promote equality of opportunity, celebrating diversity, challenging stereotypes and raising aspirations
  • The Gatsby Benchmarks

    In line with the most recent careers guidance strategy (December 2017), our careers plan supports the achievement of the eight Gatsby benchmarks:

    Benchmark 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.

    Benchmark 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 the best use of available information

    Benchmark 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.

    Benchmark 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 careers paths.

    Benchmark 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.

    Benchmark 6: Experiences of workplaces

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

    Benchmark 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.

    Benchmark 8: Personal guidance

    Every student should have opportunities for guidance interviews with a careers 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. They should be expected for all students but should be timed to meet their individual needs.

Principles

CEIAG at Sandhill View has four essential and interlinked elements:

  • Careers education-planned programmes in the curriculum (Extended Tutor time (ETT) and planned cross-curricular opportunities) giving students the knowledge and skills to help them make informed decisions, plan and manage their own careers.
  • Careers information- including options, employability skills, labour market information (LMI) and progression routes.
  • Careers advice and guidance- Level 6 qualified specialist advisor helping students to identify future goals and plan the steps to achieve these career goals.
  • Work related learning – experiences in/outside the curriculum to help students learn about economic well-being, careers and enterprise

 

Aims

The CEIAG  programme is based on the three core aims of the CDI Framework for Careers, Employability and Enterprise Education 7-19, 2015:

  • Developing yourself through careers ,employability and enterprise education
  • Learning about careers and the world of work
  • Developing career management, employability and enterprise skills and decision-making

Detailed Curriculum Information

  • Summary of CEIAG at Sandhill View Academy

    Summary of CEIAG at Sandhill View Academy

    There has never been a time when careers guidance has been as important for young people as it is today. At Sandhill View Academy we have a critical role to play in preparing our students for the next stage of their education or training and beyond. Our students will be embarking upon a career pathway which is more challenging and complex than that faced by previous generations. To help them to prepare for this, our careers programme provides them with the careers education, information, advice and guidance to enable them to make an informed decision about their future.
    Careers education
    As part of our SMSC curriculum all students from Y7-Y11 take part in a careers education programme which focuses on the four key areas: ‘Careers Exploration’; ‘Self-Awareness’; Decision Making’ and ‘Employability Skills and Careers Management.  This weekly programme is delivered by tutors in ETT (Extended Tutor time) This extensive programme is complemented by visits from representatives  from employers and post-16 trainers  and  universities as well as our 3 Careers Focus days which take place every year.
    Impartial Advice and Guidance
    The Academy’s professionally trained careers guidance practitioner provides personal careers guidance to our students. We also use Connexions, to ensure our students receive the impartial advice that they need.
    Links with Post-16 Education Providers and Trainers
    All Y10 and Y11 students take part in a series of taster sessions with local sixth forms and colleges to see for themselves the wide range of opportunities available in further education.
    Students also have the opportunity to meet with a range of other post-16 education -providers and trainers.
    Our strong links with universities allow students to find out for themselves the opportunities  that higher education can offer them.
    Links with Employers
    Our annual careers fair enables all students and their parents and carers to meet with employers  and training providers as well as colleges and universities to find out about the many careers opportunities available.
    Our links with the North-east Chamber of Commerce and the City of Sunderland’s Work Discovery programme and sector days give our students an insight into the world of work and the career options which are open to them.
    Work-Related Learning Opportunities
    Students in Y10 take part in work experience every Wednesday afternoon from October to May. This is an opportunity for students to spend some time with an employer or other organisation, allowing them to explore possible career pathways.
    All students in Y9 have the opportunity to take part in our annual “Take Your Child To Work Day in May. Students are able to  accompany and work shadow a parent/carer throughout a normal working day allowing them to experience as far as possible the hours, working conditions and regulations they may encounter when they go to work themselves.
  • Careers Education Programme Overview

    Developing Through Career, Employability & Enterprise Education

      Area of learning from  the CDI’s 17 areas of learning KS3 Learning outcome statement KS3 Activities Y7 Y8 Y9 Key Stage 4 Learning Outcome Statement KS4 Activities Y10 Y11
    1  

    Self-awareness:

    Individuals who realistically appraise their qualities and skills, roles and responsibilities, values and attitudes, needs and interests, aptitudes and achievements are better able to understand themselves, make informed choices and relate well to others. Self-awareness provides individuals with the foundation for enhancing their self-esteem, developing their identity and achieving personal wellbeing.

    Describe yourself, your strengths and preferences. ETT programme: Students complete a range of self-assessment exercises (including  icould Buzz quiz)  and record the results in their Careers Zone journals.       Recognise how you are changing, what you have to offer and what’s important to you.  

    Students complete an occupational interest’s task including the Buzz Quiz and discuss the job and course suggestions  with their tutor/mentor/careers guidance advisor

    One to one careers guidance interviews. Career action plans developed.

       
    2 Self-determination:

    Self-determination enables individuals to develop personal autonomy, self-efficacy and personal agency. It boosts hope, optimism, adaptability and resilience. Self- determination empowers individuals to realise their aspirations and manage their careers.

    Focus on the positive aspects of your wellbeing, progress and achievements ETT programme: Students produce their own personal profile/personal shield- to identify who they are and tell others. They look for the positives in any negative experiences they may have had.       Explain how you manage your wellbeing, progress and achievements through telling your story in a positive way. Explain how you manage your wellbeing, progress, achievements through telling your own story in a positive way.

    Students show how they are building on their interests and strengths, set targets to build on these. Career action plans developed.

       
    3 Self-improvement as a learner:

    Self-improvement fosters positive attitudes to lifelong learning and the skills of planning, review and reflection. Understanding what they have learned, what they need to learn next and how they learn best enables individuals to develop their potential.

    Explain how you are benefiting  as learner from careers, employability, enterprise activities and experiences. Students review and reflect upon their experience of careers experiences e.g interview visitors,(careers talks, careers fair, workplace visits.       Review and reflect upon how you have benefited as a learner from careers, employability and enterprise activities and experiences. Review and reflect upon how you are benefiting as a learner from careers, employability , enterprise activities. Students update their Careers Zone journal with their keep an experiences and achievements. They also record the evidence of their best use of key employability skills    

    Learning about careers and the world of work  (Careers Exploration)

      Area of learning from  the CDI’s 17 areas of learning

    KS3 Learning outcome statement

    Suggested KS3 activities  Y7  Y8  Y9 Key Stage 4 Learning Outcome Statement Suggested KS4 Activities  Y10  Y11
    Exploring careers and career development:

    Career exploration expands individuals’ horizons and opportunities. A better understanding of career processes and structures enables individuals to make sense of and manage their own careers. It also enables them to appreciate the career experiences of others.

    Describe different explanations of what careers are and how they can be developed Students discuss different metaphors for career such as career as a journey and career as a race. They find out how the careers of different members of staff have developed reflecting on the diversity of careers patterns and structures. (National Careers Week) Students create career timelines to summarise the career of someone they admire.

    Employees deliver career learning activities- assemblies, careers talks, use of video case studies in Careers Zone programme.

          Discuss the skills involved in managing your own career. Students investigate career development in organisations by interviewing employees in other organisations . Students weigh up the pros and cons of several types of careers, e.g. single-track careers, serial careers, portfolio careers and lifestyle careers. *This could be through a series of careers talks presented in a ‘speed-dating’ exercise.

    Students investigate career development through employer encounters including careers talks, workplace visits, work experience.

       
    Investigating work and working life: Investigating people’s experiences of work enables individuals to understand the meaning and purpose of work in people’s lives. They learn what constitutes good or decent work and how to find it for themselves. Give examples of  different kinds of work and why people’s satisfaction with their working lives can change. Students explore the similarities and differences between paid work, gift work and work in the home.

    Students  explore the purpose of work clothes/uniforms/ business attire’ and whether people like or dislike wearing them (linked to non-uniform day).

    Students explore the purpose of work; reading case studies about work and working life, website video clips in Careers Zone, careers talks, assemblies, careers fairs, workplace visits.

          Explain how work and working life is changing and how this may impact on your own and other people’s career satisfaction.  

    Students talk to a range of people including: past students, guest speakers, business representatives, etc about how their jobs are likely to change in the next 5- 10 years.

    Students analyse stories in the news about the factors that affect the mental health of workers.

    DWP schools advisor assembly includes how local labour market has changed and possible future changes and how this impacts on local area.

       
    Understanding business and industry: 

    Understanding types of business and business functions enables individuals to prepare for employment and to appreciate the contribution of business and industry to social and economic life

    Give examples of different business  organisational  structures. Students  list the types of businesses ,their organisational structure and the careers and jobs involved in getting an everyday items to consumers.

    Students make a spider diagram of the contractors and suppliers linked to our Academy and jobs / careers linked to each organisation.  DWP- LMI assembly.

          Explain different types of businesses, how they operate and how they measure success. Use of videos, icould etc. to explore different types of businesses and how they operate. Students look at the pros and cons of different kinds of business entities, e.g. sole trader, partnerships, company and franchise in the private sector/multinationals. Students  reflect on what organisational

    structure appeals most to them and why.

       
    Investigating jobs and labour market information (LMI):

    Individuals need to know how to access, analyse and act on relevant and appropriate job and labour market information when choosing and planning for careers.

     

    Be aware of what job and labour market information (LMI) is and how it can be useful to you. Students investigate opportunities for women in the STEM (science, technology, engineering and maths) industries.

    Students attend GIMME event.

    Students analyse local job vacancies using job vacancy websites and other sources to research local LMI. DWP- LMI assembly.

          Be able to find relevant labour market information (LMI) and know how to use it

    in your career planning.

    Students analyse national and local data on the destinations of last year’s leavers and consider possible implications for their own plans.

    Students  use comprehensive websites to research local LMI and identify appropriate ways of interrogating the data. DWP advisor assembly.

    ASK apprenticeship assembly, workshops. Students investigate opportunities in STEM industries (STEM ambassadors).

       
    Valuing equality, diversity and inclusion:

    Individuals need to recognise that the commitment to equality, diversity and inclusion in British society benefits them as much as others. By resisting the damage caused by stereotyping, discrimination and prejudice, individuals can realise their own ambitions and help others to do so.

    Identify how to stand up to stereotyping and discrimination that is damaging to you and those around you.  

    Challenging stereotypes in the workplace – reading and discussion of case studies / news story clips.

    Students gain advice on how to combat stereotyping and discrimination.

          Recognise and challenge stereotyping, discrimination and other barriers to equality, diversity and inclusion; and know your rights and responsibilities in relation to these issues. Challenging stereotypes in the workplace –discussion of case studies / news story clips including the tackling of the ‘glass ceiling’ in key professions (medicine, law, engineering, architecture.

    Employer talks designed to challenge stereotyping as part of the careers programme including STEM ambassadors.

    STEM days.

       
    9 Learning about safe working practices and environments:

    Learning about safe working practices and environments helps individuals to keep themselves and others healthy and safe at work.

    Be aware of the laws and by-laws relating to young people’s permitted hours and types of employment; and know how to minimise health and safety risks to you and those around you. A local employer talks about the importance of the law and as an employer what are their responsibilities to their employees.

    Students answer  a true or false quiz to test other students’ knowledge of the laws and bylaws relating to the employment of school-age children.

          Be aware of your responsibilities and rights as a student, trainee or employee  for staying healthy for following safe working practices.  

    Students research health and safety requirements and guidelines for tools and equipment that they use, e.g. machine tools in D&T subjects and for work experience placement opportunities.

    Business-led assemblies  (DWP)  on rights and responsibilities at work

       

    Developing career management, employability and enterprise skills (Careers Management)

      Area of learning from  the CDI’s 17 areas of learning KS3 Learning outcome statement Suggested KS3 activities Y7 Y8   Key Stage 4 Learning outcome Statement Suggested KS4 activities Y10 Y11
    10 Making the most of careers information, advice and guidance (CEIAG):

    Individuals need to learn how to recognise trusted sources of information, advice and guidance and how to make effective use of all the sources of help and support available to them, including one-to- one  guidance.

    Identify your personal networks of support including how to access and make the most of impartial careers information, advice and guidance services..  

    Students create a mid-map or visual representation to show their personal networks of support. *Students produce a guide to ‘making the most of information, advice and guidance’ in their school, to support their thinking and decision-making especially at key transition points.

    Employers are invited to deliver career learning activities to get the most out of developing networking skills including year 8 STEM Inspiration, careers fairs, careers talks.

          Build your personal network of support including how to access and make the most of impartial face-to-face  and digital careers information, advice and guidance services.  

    Students discuss their options with family, friends, school staff and career specialists and carefully weigh up the advice received.

    Students examine through case studies what impartiality means when it is applied to careers guidance practice.

    Students are introduced to employers through careers talks, assemblies and collapsed timetable days

    One to one career guidance interviews. DWP and ASK workshops – applying for an apprenticeship, soft skills.

       
    11  

    Preparing for employability:

    A priority for individuals is to gain the skills and experience that will enable them to get jobs and sustain themselves in employment.

    Recognise the qualities and skills you have demonstrated both in and out of school that will help to make you employable. Students maintain their Pupil Passport skills log recording their best demonstrations of the qualities and skills needed for employability.

    Leadership roles within the Academy.

    Employer led sessions – importance of employability skills; careers talks. Workplace visits.

          Show   you are developing the qualities and skills which will help you to improve your employability Students use their career journals to record their key skill development.

    Students practise filling out application forms that ask them to provide evidence of the skills and qualities that they have demonstrated.

    Employers and DWP provide CV workshops demonstrating the latest thinking in CV presentation, what they expect to see and what they will not accept.

    Employers are involved in the work experience programme. Students talk about skills they need in their part-time jobs.

       
    12 Showing initiative and enterprise:

    Showing initiative and enterprise helps individuals to learn about risk, effort and making to most of opportunities.

    Recognise when you are using the qualities and skills that entrepreneurs need. Students gain experience of enterprise projects during careers focus days. Careers Focus Day Careers Focus Day Careers Focus Day Show that you can be enterprising in the way you learn, carry out work and plan your career. Local employers run sessions through ‘Work Discovery Week’ and ‘Work Discovery Sector Days’.

    Applying for leadership roles within the Academy including (dep) head boy and girl. Local employers provide longer term business competitions to develop enterprising and entrepreneurial skills via Work Discovery events.

       
    13 Developing personal financial capability:

    The increasing cost of training and further and higher education makes it essential for individuals to know about managing their money. They need to know how to make decisions about spending, saving and investing to ensure their economic well-being now and in the future.

    Show that you can manage your own  budget and contribute to household and school budgets. Students take part in a simulation that challenges them to manage a household budget. Students use a personal budget planner to work out a budget.

    Charity and fund raising activities.

    Careers Focus Day Careers Focus Day Careers Focus Day Show you can manage can manage financial issues related to your education, training

    and employment choices including knowing how to access sources of financial support that may be open to you.

    Students calculate the cost of higher education against an apprenticeship and how the return on their investment can be managed. *Students complete modules explaining tax and national insurance matters. *Students attend careers fairs to research the implications of choosing one pathway over another.

    NECOP Ambassador workshop.

       
    14 Identifying choices and opportunities:

    Individuals need to be able to research and recognise suitable progression pathways and qualifications, Using networking, negotiation, information and evaluation skills enables individuals to maximise their choices and opportunities, including those that.

    Know how to identify and systematically explore the  options open to you at a decision point. Students produce subject posters giving the facts about the qualifications, skills and jobs that can gain by studying particular subjects. 

    Employer led career learning; including STEM ambassadors, business led importance of literacy and numeracy (KS3 assembly, careers talks, FE and HE visits / workshops.

      Annual Careers Fair Annual Careers Fair Be able to research your education, training, apprenticeship, employment

    and volunteering options including information about the best progression pathways through to specific goals.

     

    Students draw up a list of questions to ask stallholders that they want to meet at a forthcoming careers fair.

    Students get involved with ‘Work Discovery Week’ and ‘Work Discovery Sector Day’ activities.

    Annual Careers Fair Annual Careers Fair
    15 Planning and deciding:

    Individuals need to know how to get information, clarify values and references, identify alternatives, weigh up influences and advice, solve problems, review decisions and make plans. It also involves being able to cope with chance events and unintended consequences.

    Know how to  make plans and decisions carefully including negotiating with those who can help you get the qualifications, skills and experiences you need. Groups form small company teams to solve a problem. They have to negotiate their roles in the team and the main features of the campaign (enterprise projects).

    Students engage in target-setting and review activities with their tutors and subject teachers at key assessment points throughout the year.

          Know how to make important plans and decisions carefully including how to solve problems and deal appropriately with influences on you. Students learn how to weigh up different factors affecting their decisions. Students take part in role plays to practise using the three main styles of communication and conflict resolution (i.e. being passive, assertive or aggressive).They discuss how to handle the consequences of their decision making.    
     16 Handling applications and interviews:

    Promoting themselves in a way that attracts the attention of selectors and recruiters as well as managing the applications process requires individuals to develop a range of self-presentation and marketing skills that they will need throughout their lives.

    Know how to prepare and present yourself well when going through a selection process  

    Students apply for trips, projects, leadership roles in the school, e.g. as Student Voice representatives, peer mentors and other roles.

    Employer led career learning on presentation skills which include the use of social media and other platforms(SETA/DWP)

          Know your rights and responsibilities in a

    selection process and strategies to use to improve your chances of success

    Students take part in a mock interview for a suitable position (e.g. and apprenticeship, a college place or a job) and prepare a CV beforehand. *Students complete a ‘true’ or ‘false’ quiz about questions relating to equality of opportunity that interviews are not allowed to ask candidates.

    Students discuss use of social media, digital platforms and managing their digital footprint in relation to marketing themselves.

       
    17  Managing changes and transitions:

    Plans and decisions can break down if individuals fail to prepare for the careers moves that they need to make. Awareness of how to cope with life changes and transitions, partly gained from reflecting on previous moves, can support lifelong career development and employability.

    Show that you can be positive, flexible and well-prepared at transition points in your life Students prepare for their options process by attending the careers fair, options assemblies, options evening, etc. Year 8 students have back-up plans in case they cannot have all their first-choice options.

    Students write a guide/blog for Year 6 students on how to make a success of the move from primary to secondary school.

      Annual Careers Fair Annuals Careers Fair Review and reflect on previous transitions to help you improve your preparation for future moves in education, training and employment Students recall the range of experiences that they and others had when making decisions at 13+ and suggest how the lessons learnt can be applied to their decisions at 16+.

    Students say what they think should be in an induction programme for young people going to college, work-based learning or an apprenticeship.

       
  • Careers Education Delivery Plan for Key Stage 4

    Developing through careers, employability and enterprise education (Self-Development) 
      Area of Learning from the CDI’s 17 Areas of Learning Key Stage 4 Learning Outcome Statement KS4 Activities Yr 10 Yr 11
    1 Self-awareness:

    Individuals who realistically appraise their qualities and skills, roles and responsibilities, values and attitudes, needs and interests, aptitudes and achievements are better able to understand themselves, make informed choices and relate well to others. Self-awareness provides individuals with the foundation for enhancing their self-esteem, developing their identity and achieving personal wellbeing.

    Recognise how you are changing, what you have to offer and what’s important to you. Students complete an occupational interest’s task including the Buzz Quiz and discuss the job and course suggestions  with their tutor/mentor/careers guidance advisor

    One to one careers guidance interviews. Career action plans developed.

       
    2 Self-determination:

    Self-determination enables individuals to develop personal autonomy, self-efficacy and personal agency. It boosts hope, optimism, adaptability and resilience. Self- determination empowers individuals to realise their aspirations and manage their careers.

    Explain how you manage your wellbeing, progress and achievements through

    telling your story in a positive way..

    Explain how you manage your wellbeing, progress and achievements through telling your own story in a positive way.

    Students show how they are building on their interests and strengths and set targets to build on these. Career action plans developed.

       
    3 Self-improvement as a learner:

    Self-improvement fosters positive attitudes to lifelong learning and the skills of planning, review and reflection. Understanding what they have learned, what they need to learn next and how they learn best enables individuals to develop their potential.

    Review and reflect upon how you have benefited as a learner from careers, employability and enterprise activities and experiences. Students update their Careers Zone journal with their keep an experiences and achievements .They also record the evidence of their best use of key employability skills.    

     

    Learning about careers and the world of work (Careers Exploration)
      Area of Learning from the CDI’s 17 Areas of Learning Key Stage 4 Learning Outcome Statement KS4 Activities Yr 10 Yr 11
    4 Exploring careers and career development:

    Career exploration expands individuals’ horizons and opportunities. A better understanding of career processes /structures enables individuals to make sense of and manage their own careers. It also enables them to appreciate career experiences of others.

    Discuss the skills involved in managing your own career. Students investigate career development in organisations by interviewing employees in other organisations . Students weigh up the pros and cons of several types of careers, e.g. single-track careers, serial careers, portfolio careers and lifestyle careers. *This could be through a series of careers talks presented in a ‘speed-dating’ exercise.

    Students investigate career development through employer encounters including careers talks, workplace visits, work experience.

       
    5 Investigating work and working life:

    Investigating people’s experiences of work enables individuals to understand the meaning and purpose of work in people’s lives. They learn what constitutes good or decent work and how to find it for themselves.

    Explain how work and working life is changing and how this may impact on your own and other people’s career satisfaction. Students talk to a range of people including: past students, guest speakers, business representatives, etc about how their jobs are likely to change in the next 5- 10 years.

    Students analyse stories in the news about the factors that affect the mental health of workers.

    DWP schools advisor assembly includes how local labour market has changed and possible future changes and how this impacts on the local area.

       
    6 Understanding business and industry:

    Understanding types of business and business functions enables individuals to prepare for employment and to appreciate the contribution of business and industry to social ,economic life

    Explain different types of businesses, how they operate and how they measure success. Use of videos, icould etc. to explore different types of businesses and how they operate. Students look at the pros and cons of different kinds of business entities, e.g. sole trader, partnerships, company and franchise in the private sector/multinationals. Students  reflect on what organisational structure appeals most to them and why. Careers Focus Day 3   
    7 Investigating jobs and labour market information (LMI):

    Individuals need to know how to access, analyse and act on relevant and appropriate job and labour market information when choosing and planning for careers.

    Be able to find relevant labour market information (LMI) and know how to use it in your career planning.  Students analyse national and local data on the destinations of last year’s leavers and consider possible implications for their own plans. Students use comprehensive websites to research local LMI and use this information when considering part-time work.

    DWP advisor assembly.

    ASK apprenticeship assembly, workshops. Students investigate opportunities in STEM industries (STEM ambassadors).

       
    8 Valuing equality, diversity and inclusion:

    Individuals need to recognise that the commitment to equality, diversity and inclusion in British society benefits them as much as others. By resisting the damage caused by stereotyping, discrimination and prejudice, individuals can realise their own ambitions and help others to do so.

    Recognise and challenge stereotyping, discrimination and other barriers to equality, diversity and inclusion; and know your rights and responsibilities in relation to these issues. Challenging stereotypes in the workplace –discussion of case studies / news story clips including the tackling of the ‘glass ceiling’ in key professions (medicine, law, engineering, architecture.Employer talks designed to challenge stereotyping as part of the careers programme including STEM ambassadors.

    STEM days. 

       
    9 Learning about safe working practices and environments:

    Learning about safe working practices and environments helps individuals to keep themselves and others healthy and safe at work.

    Be aware of your responsibilities and rights as a student, trainee or employee for following safe working practices.  Students research health and safety requirements and guidelines for tools and equipment that they use, e.g. machine tools in D&T subjects and for work experience placement opportunities.

    Business-led assemblies  on rights and responsibilities at work. 

       

     

    Developing career management, employability and enterprise skills (Careers Management)
      Area of Learning from the CDI’s 17 Areas of Learning Key Stage 4 Learning Outcome Statement KS4 Activities Yr 10 Yr 11
    10 Making the most of careers information, advice and guidance (CEIAG):

    Individuals need to learn how to recognise trusted sources of information, advice and guidance and how to make effective use of all the sources of help and support available to them, including one-to- one  guidance.

    Build your personal network of support including how to access and make the most of impartial face-to-face  and digital careers information, advice and guidance services. Students discuss their options with family, friends, school staff and career specialists and carefully weigh up the advice received.

    Students examine through case studies what impartiality means when it is applied to careers guidance practice.

    Students are introduced to employers through careers talks, assemblies and collapsed timetable days

     

    One to one career guidance interviews. DWP and ASK workshops – applying for an apprenticeship, soft skills.

       
    11 Preparing for employability:

    A priority for individuals is to gain the skills and experience that will enable them to get jobs and sustain themselves in employment.

    Show   you are developing the qualities and skills which will help you to improve your employability.  

    Students use their career journals to record their key skill development.

    Students practise filling out application forms that ask them to provide evidence of the skills and qualities that they have demonstrated.

    Employers and DWP provide CV workshops demonstrating the latest thinking in CV presentation, what they expect to see and what they will not accept.

    Employers are involved in the work experience programme

       
    12 Showing initiative and enterprise:

    Showing initiative and enterprise helps individuals to learn about risk, effort and making to most of opportunities.

    Show that you can be enterprising in the way you learn, carry out work and plan your career. Local employers run sessions through ‘Work Discovery Week’ and ‘Work Discovery Sector Days’.

    Applying for leadership roles within the Academy including (dep) head boy and girl. Local employers provide longer term business competitions to develop enterprising and entrepreneurial skills via Work Discovery events

       
    13 Developing personal financial capability:

    The increasing cost of training and further and higher education makes it essential for individuals to know about managing their money. They need to know how to make decisions about spending, saving and investing to ensure their economic well-being now and in the future.

    Show you can manage can manage financial issues related to your education, training and employment choices including knowing how to access sources of financial support that may be open to you.  Students calculate the cost of higher education against an apprenticeship and how the return on their investment can be managed. *Students complete modules explaining tax and national insurance matters. *Students attend careers fairs to research the implications of choosing one pathway over another.

    NECOP Ambassador workshop14

       
    14 Identifying choices and opportunities:

    Individuals need to be able to research and recognise suitable progression pathways and qualifications, Using networking, negotiation, information and evaluation skills enables individuals to maximise their choices and opportunities.

    Research your education, training, apprenticeship, employment and volunteering options including information about the best progression pathways through to specific goals. Students draw up a list of questions to ask stallholders that they want to meet at a forthcoming careers fair.

    Students get involved with ‘Work Discovery Week’ and ‘Work Discovery Sector Day’ activities.

    Annual Careers Fair   Annual Careers Fair  
    15 Planning and deciding:

    Individuals need to know how to get information, clarify values and references, identify alternatives, weigh up influences and advice, solve problems, review decisions and make plans. It also involves being able to cope with chance events and unintended consequences.

     

    Know how to make plans and decisions carefully including how to solve problems and deal appropriately with influences on you. Students learn how to weigh up different factors affecting their decisions. Students take part in role plays to practise using the three main styles of communication and conflict resolution (i.e. being passive, assertive or aggressive).    
    16   Handling applications and interviews:

    Promoting themselves in a way that attracts the attention of selectors and recruiters as well as managing the applications process requires individuals to develop a range of self-presentation and marketing skills that they will need throughout their lives.

    Know your rights and responsibilities in a selection process and strategies to use to improve your chances of success. Students take part in a mock interview for a suitable position (e.g. and apprenticeship, a college place or a job) and prepare a CV beforehand. *Students complete a ‘true’ or ‘false’ quiz about questions relating to equality of opportunity that interviews are not allowed to ask candidates.

    Students  discuss the use of social media, digital platforms and managing their digital footprint in relation to marketing themselves.

       
    17 Managing changes and transitions:

    Plans and decisions can break down if individuals fail to prepare for the careers moves that they need to make. Awareness of how to cope with life changes and transitions, partly gained from reflecting on previous moves, can support lifelong career development and employability.

    Review and reflect on previous transitions to help you improve your preparation for future moves in education, training and employment. Students recall the range of experiences that they and others had when making decisions at 13+ and suggest how the lessons learnt can be applied to their decisions at 16+.

    Students say what they think should be in an induction programme for young people going to college, work-based learning or an apprenticeship.

       

     

    Careers Education Programme Overview- Student Entitlements

    By beginning careers education at the very start of their time at Sandhill View, students’ aspirations and motivation are increased; they are more equipped to make better informed decisions at key transition stages. 

    Year 10
    • Students explore post- 16 pathways in in more detail
    • Students have a wide range of opportunities to engage with a range of local business, FE, HE and training providers.
    • Students attend careers talks and fairs and are encouraged to access LMI independently.
    • Students reassess personal strengths with a focus on transferable skills in preparation for CV completion and mock interviews
    • Financial capability is developed further and students are encouraged to think about employability, which careers appeal to them and to identify and set themselves realistic future goals.
    • Students have optional access to independent and impartial advisers via a referral system. They are also encouraged to use careers resources available and informed where to find out more about specific courses/careers.
    • Students arrange and complete work experience and reflect upon how they have benefited.
    • Students develop interview techniques and complete a mock interview with a local employer.
    Year 11
    • Students are supported with post- 16 choices and encouraged to consider all their options including further study and apprenticeships.
    • Students are encouraged to consider how LMI is relevant to their post- 16 options.
    • All students have a one to one guidance interview with a careers advisor (L6 qualified and matrix accredited). They are also encouraged to use careers resources available and informed where to find out more about specific courses/careers.
    • Students use careers interviews to help understand different career pathways and entry requirements and are encouraged to make contingency plans should results be better/worse than expected and set personal targets for development.
    • Students are encouraged to think about the kind of behaviour potential employers look for.
    • Students are encouraged to attend careers talks, fairs, college open days and taster days with employers.
    • Students are assisted further with CV writing and encouraged to have completed a CV and cover letter before the application process begins.
    • Students are kept up to date with post 16- deadlines, open evenings and appropriate internal and external careers events.

     

     

    Year 10
    Date of activity/event CEIAG activity Services   Organised by Partner
    September to July Access to independent and impartial careers advice and support

    Careers guidance advisor and Connexions via: staff referral, student/parent contacting SHV.

    Careers information, advice and guidance.

    One to one guidance

    H. Akien Connexions
    November Careers/apprenticeships  fairs

    for all students and parents.

    Careers education

    Careers information

    Employer engagement

    H. Akien Various providers
    November Careers Focus Day 1 –The job application process

    All curriculum areas link their subject areas to the world of work with a focus on the job application process, interview techniques and employability skills.

    Careers information H. Akien Staff and tutors
    September – May Assemblies dedicated to providing CEIAG

    Information, guidance and support and raising aspirations.

    Guest speakers (employees and employers) from local businesses, training providers, apprenticeships, FE, HE, charities plus SLT.

    Engagement with employers Heads of House

    SLT

    H. Akien

    A. Blake

    Various providers
    September – May Southmoor/College Open Evenings – Information Taster Sessions

    Promoted during assemblies, text messages, leaflets, posters.

    Careers information H. Akien

    Sixth form at Southmoor

    Kathryn Mellet (COSC)

    Sunderland, Newcastle Gateshead and East Durham colleges
    September – May Year 10 Careers Friday programme: 8:30 – 9:05am.

    Programme covers: 1. Self-Development 2. Career Exploration 3. Career Management

    preparing for work experience/mock interviews and CV, cover letters, completion of application forms,

     

    Careers education H. Akien

    E. Johnson

    Tutors

    Tutors

    DWP, Connexions employers

    TDR (enterprise advisor)

    September – May NECOP programme –

    Higher education / study skills / finance – including 18th November whole cohort visit to Northumbria University.

    Workshops on routes into apprenticeships.

    Careers education

    Careers information

    NECOP

    A. Blake

    NECOP
    October onwards Work Discovery Sector Days

    Opportunity  for students to visit workplaces for careers information.

    IT, Health, retail, construction, creative industries.

    Careers information and guidance

    Careers advice

    H. Akien

    G. Roche

    Work Discovery Sunderland Software City, Bridges NHS, Nissan Sunderland University
    December GIMME event Careers information

    Employer engagement

    H. Akien Nissan
    January onwards Parent Consultation Evenings

    Julia Robinson Careers Advisor available for drop-in sessions with parents and students

    Careers information and guidance

    Careers advice

    H. Akien (Connexions)
    October –May 2019 Work experience –Wednesday afternoons Employer Engagement J.Robinson

    H. Akien

    Heads of House

    Various providers/ employers –see database
    February Assembly- Labour market information: DWP Careers information H. Akien DWP school advisor
    February onwards Assembly: Apprenticeship Providers

    Information on application procedures

    Careers information

    Employer engagement

    H. Akien ASK project
    April Careers Focus Day 2 –

    All curriculum areas link their subject areas to the world of work with a focus on

    Careers information H. Akien

    E. Johnson

    A. Blake

    Various providers

    Staff and tutors

     June Mock Interviews Preparation Session:

    All students complete  CV and application forms in preparation for their mock interviews

    H. Akien H. Akien Work Discovery Sunderland
     July Careers Focus Day 3 – Enterprise Day 

    Whole school drop-down day for  enterprise activities

    Careers education H. Akien E. Johnson

    A. Blake, G. Bunn,

    G. Roche

    Various providers/ employers –see database

    Year 11
    Date of activity/event CEIAG activity Services   Organised by Partner
    September to July Access to independent and impartial careers advice and support

    Careers guidance advisor and Connexions via: staff referral, student/parent contacting SHV

    Careers information, advice and guidance.

    One to one guidance

    H. Akien

    J. Robinson

    Connexions
    November Careers/apprenticeships  fairs

    for all students and parents.

    Careers education

    Careers information

    Employer engagement

    H. Akien

    J. Robinson

    Various providers
    December Assembly- Labour market : DWP      
    December Careers Focus Day 1 –Raising aspirations

    All curriculum areas link their subject areas to the world of work, employability skills.

    Careers Information H. Akien

    G. Bunn

    Staff and tutors
    September – May Mentoring programmes

    Engagement with employers and employees/experiences of workplaces including student mentoring.

    Careers information

    Engagement with employers

    J. Dodd

    PAM mentors (staff)

    H. Akien (external)

    Outside providers/ Connexions

    employers/staff

    September – May Assemblies dedicated to providing CEIAG

    Information, guidance and support and raising aspirations

    Guest speakers (employees and employers) from local businesses, training providers, apprenticeships, FE, HE, charities plus SLT

    Engagement with employers Heads of House

    SLT

    H.Akien

    A. Blake

    Various providers
    September – May Southmoor/College Open Evenings – Information Taster Sessions

    Promoted during assemblies, text messages, leaflets, posters.

    Careers information H. Akien

    Sixth Form at Southmoor

    Kathryn Mellet (COSC)

    Sunderland, Newcastle, Gateshead and East Durham colleges
    September – May Year 11 Careers Friday tutorial programme: 8:30 – 9:05am.

    Programme covers: 1. Self-Development, 2. Career Exploration, 3. Career Management

    CV, cover letters, completion of application forms, interview preparation, preparation for world of work.

     

    Careers education H. Akien

    E. Johnson

    Tutors

    Tutors

    DWP, Connexions

    employers

    September to May NECOP programme –

    Higher education / study skills / finance – including 29th September whole cohort visit to Northumbria University. Workshops on routes into apprenticeships. Enterprise/team building/problem solving workshops.

    Careers education

    Careers information

    NECOP

    A. Blake

    NECOP
    October onwards Work Discovery Sector Days

    Opportunity  for students to visit workplaces for careers information

    Careers information and guidance

    Careers advice

     H. Akien Work Discovery  Sunderland
    December Assembly- Labour market : DWP Careers information H. Akien DWP school advisor
    January

    onwards

    Further education focus  sessions

    Working with Year 11 students who have not yet applied to college/training providers

    Careers information and guidance

    Careers advice

    J.Robinson

    Heads of House and  tutors

    All colleges and providers
    January onwards Parent Consultation Evenings

    (Julia Robinson (Careers Guidance Advisor) available for drop-in sessions with parents and students

    Careers information and guidance

    Careers advice

    H. Akien (Connexions)
    January Assembly: STR8UP External Event

    Apprenticeship and Traineeships Event at the Stadium of Light (Saturday) Promoted during assemblies, text messages, website, leaflets and posters.

    Careers information H. Akien Various providers
    February onwards Assembly: Apprenticeship Providers

    Information on application procedures and support sessions

    Careers information

    Employer engagement

    H. Akien ASK project-Suzanne Winter
    April Careers Focus Day 2 –

    All curriculum areas link their subject areas to the world of work

    Careers information H. Akien

    E. Johnson

    A. Blake

    Various providers

    Staff and tutors

    August Results Day

    Personal Guidance and Support: Julia Robinson (Careers advisor

    Leavers questionnaire completed and analysed

    Careers information and advice H. Akien Connexions
    July  onwards Access to independent and impartial careers advice and support

    Connexions and Careers guidance advisor via: staff referral, student/parent contacting Connexions

    Careers information and advice H. Akien Connexions
  • Careers Education Delivery Plan for Key Stage 3

    Developing through careers, employability and enterprise education (Self-Development) 
      Area of Learning from the CDI’s 17 Areas of Learning Key Stage 3 Learning Outcome Statement KS3 Activities Yr 7 Yr 8 Yr 9
    1 Self-awareness:

    Individuals who realistically appraise their qualities and skills, roles and responsibilities, values and attitudes, needs and interests, aptitudes and achievements are better able to understand themselves, make informed choices and relate well to others. Self-awareness provides individuals with the foundation for enhancing their self-esteem, developing their identity and achieving personal wellbeing.

    Describe yourself, your strengths and preferences.  

    ETT programme: Students complete a range of self-assessment activities and record the results in their Careers Zone journals.

    icould Buzz quiz.

         
    2 Self-determination:

    Self-determination enables individuals to develop personal autonomy, self-efficacy and personal agency. It boosts hope, optimism, adaptability and resilience. Self- determination empowers individuals to realise their aspirations and manage their careers.

    Focus on the positive aspects of your wellbeing, progress and achievements. ETT programme: Students produce their own personal profile/personal shield-  to identify who they are and tell others. They look for the positives in any negative experiences they may have had.      
    3 Self-improvement as a learner:

    Self-improvement fosters positive attitudes to lifelong learning and the skills of planning, review and reflection. Understanding what they have learned, what they need to learn next and how they learn best enables individuals to develop their potential.

    Explain how you are benefiting  as learner from careers, employability, enterprise activities and experiences. Students review and reflect upon their experience of careers experiences e.g interview visitors,(careers talks, careers fair, workplace visits,

    Students update their  skills log using their Sandhill View  Pupil Passport,

         

     

    Learning about careers and the world of work (Careers Exploration)
      Area of Learning from the CDI’s 17 Areas of Learning Key Stage 3 Learning Outcome Statement KS3 Activities Yr 7 Yr 8 Yr 9
    4 Exploring careers and career development:

    Career exploration expands individuals’ horizons and opportunities. A better understanding of career processes /structures enables individuals to make sense of and manage their own careers. It also enables them to appreciate career experiences of others.

    Describe different explanations of what careers are and how they can be developed. Students discuss different metaphors for career such as career as a journey and career as a race. They find out how the careers of different members of staff have developed reflecting on the diversity of careers patterns and structures. (National Careers Week) Students create career timelines to summarise the career of someone they admire.

    Employees deliver career learning activities- assemblies, careers talks, use of video case studies in Careers Zone programme.

         
    5 Investigating work and working life:

    Investigating people’s experiences of work enables individuals to understand the meaning and purpose of work in people’s lives. They learn what constitutes good or decent work and how to find it for themselves.

    Identify different kinds of work and why people’s satisfaction with their working lives can change. Students explore the similarities and differences between paid work, gift work and work in the home.

    Pupils explore the purpose of work clothes/uniforms/’business attire’ and whether people like or dislike wearing them (linked

    to non-uniform day).

    Students explore the purpose of work; reading case studies about work and working life, website video clips in Careers Zone, careers talks, assemblies, careers fairs, workplace visits.

         
    6 Understanding business and industry:

    Understanding types of business and business functions enables individuals to prepare for employment and to appreciate the contribution of business and industry to social ,economic life

    Give examples of different business organisational structures Students list the types of businesses and the careers and jobs involved in getting an everyday items to consumers.

    Students make a spider diagram of the contractors and suppliers linked to our Academy  and jobs / careers linked to each organisation.  DWP- LMI assembly.

         
    7 Investigating jobs and labour market information (LMI):

    Individuals need to know how to access, analyse and act on relevant and appropriate job and labour market information when choosing and planning for careers.

    Be aware of what job and labour market information (LMI) is and how it can be useful to you. Students investigate opportunities for women in the STEM (science, technology, engineering and maths) industries.

    Students attend GIMME event.

    Students analyse local job vacancies using job vacancy websites and other sources to research local LMI. DWP- LMI assembly.

         
    8 Valuing equality, diversity and inclusion:

    Individuals need to recognise that the commitment to equality, diversity and inclusion in British society benefits them as much as others. By resisting the damage caused by stereotyping, discrimination and prejudice, individuals can realise their own ambitions and help others to do so.

    Identify how to stand up to stereotyping and discrimination that is damaging to you and those around you. Challenging stereotypes in the workplace – reading and discussion of case studies / news story clips.

    Students gain advice on how to combat stereotyping and discrimination and  role play incidents at work involving bullying and discrimination

         
    9 Learning about safe working practices and environments:

    Learning about safe working practices and environments helps individuals to keep themselves and others healthy and safe at work.

    Be aware of the laws and by-laws relating to young people’s permitted hours and types of employment; and know how to minimise health and safety risks to you and those around you. A local employer talks about the importance of the law and as an employer what are their responsibilities to their employees.

    Students write a true or false quiz to test other students’ knowledge of the laws and bylaws relating to the employment of school-age children.

         

     

    Developing career management, employability and enterprise skills (Careers Management)
      Area of Learning from the CDI’s 17 Areas of Learning Key Stage 3 Learning Outcome Statement KS3 Activities Yr 7 Yr 8 Yr 9
    10 Making the most of careers information, advice and guidance (CEIAG):

    Individuals need to learn how to recognise trusted sources of information, advice and guidance and how to make effective use of all the sources of help and support available to them, including one-to- one  guidance.

    Identify your personal networks of support including how to access and make the most of impartial careers information, advice and guidance services. Students create a mid-map or visual representation of their networks of careers influences and supporters. *Students produce a guide to ‘making the most of information, advice and guidance’ in their school. Employers are invited to deliver career learning activities to get the most out of developing networking skills including year 8 STEM Inspiration, careers fairs, careers talks.      
    11 Preparing for employability:

    A priority for individuals is to gain the skills and experience that will enable them to get jobs and sustain themselves in employment.

    Recognise the qualities and skills needed for employability and provide evidence for those you have demonstrated both in and out school. Students maintain their Pupil Passport skills log recording their best demonstrations of the qualities and skills needed for employability.

    Leadership roles within the Academy.

    Employer led sessions – importance of employability skills; careers talks. Workplace visits.

         
    12 Showing initiative and enterprise:

    Showing initiative and enterprise helps individuals to learn about risk, effort and making to most of opportunities.

    Recognise when you are using the qualities and skills that entrepreneurs need. Students gain experience of enterprise projects during careers focus days Careers Focus Day Careers Focus Day Careers Focus Day
    13 Developing personal financial capability:

    The increasing cost of training and further and higher education makes it essential for individuals to know about managing their money. They need to know how to make decisions about spending, saving and investing to ensure their economic well-being now and in the future.

    Show that you can manage a personal budget and contribute to household and school budgets Students take part in a simulation that challenges them to manage a household budget. Students use a personal budget planner to work out a budget.

    Charity and fund raising

    Careers Focus Day  Careers Focus Day  Careers Focus Day
    14 Identifying choices and opportunities:

    Individuals need to be able to research and recognise suitable progression pathways and qualifications, Using networking, negotiation, information and evaluation skills enables individuals to maximise their choices and opportunities.

    Look systematically at the choices and opportunities open to you when you reach a decision point Students produce subject posters giving the facts about the qualifications, skills and jobs that can gain by studying particular subjects. 

    Employer led career learning; including STEM ambassadors, business led importance of literacy and numeracy (KS3 assembly, careers talks, FE and HE visits / workshops.

      Annual Careers Fair    Annual Careers Fair 
    15 Planning and deciding:

    Individuals need to know how to get information, clarify values and references, identify alternatives, weigh up influences and advice, solve problems, review decisions and make plans. It also involves being able to cope with chance events and unintended consequences.

     

    Know how to negotiate and make plans and decisions carefully to help you get the qualifications, skills and experiences you need. Groups form small company teams to solve a problem. They have to negotiate their roles in the team and the main features of the campaign (enterprise projects).

    Students engage in target-setting and review activities with their tutors and subject teachers.

         
    16   Handling applications and interviews:

    Promoting themselves in a way that attracts the attention of selectors and recruiters as well as managing the applications process requires individuals to develop a range of self-presentation and marketing skills that they will need throughout their lives.

    Know how to prepare and present yourself well when going through a selection process. Students apply for trips, projects, leadership roles in the school, e.g. as Student Voice representatives, peer mentors and other roles.

    Employer led career learning on presentation skills.(SETA). 

         
    17 Managing changes and transitions:

    Plans and decisions can break down if individuals fail to prepare for the careers moves that they need to make. Awareness of how to cope with life changes and transitions, partly gained from reflecting on previous moves, can support lifelong career development and employability.

    Show that you can be positive, flexible and well-prepared at transition points in your life. Students prepare for their options process by attending the careers fair, options assemblies, options evening, etc. Year 8 students have back-up plans in case they cannot have all their first-choice options.

    Students write a guide/blog for Year 6 students on how to make a success of the move from primary to secondary school.

         

     

    Careers Education Programme Overview- Student Entitlements

    By beginning careers education at the very start of their time at Sandhill View, students’ aspirations and motivation are increased; they are more equipped to make better informed decisions at key transition stages. 

    Year 7
    • Students identify personal traits, strengths and skills and develop confidence and have high expectations of themselves.
    • Students begin to think about what they might like to achieve after school.
    • Students are introduced to the world of work and how it is constantly changing.
    • Students investigate different types of businesses.
    • Students are introduced to labour market information.
    • Students participate in the Y7 practice interview programme
    • Students have opportunities to engage with a local business, FE, HE and training providers
    • Students are introduced to careers resources and websites.
    • Students have optional access to independent and impartial advisers via a referral system.
    Year 8
    • Students build on personal strengths and begin to link personal qualities and skills to specific careers enabling realistic and informed decisions at key transition stages.
    • Students complete the Buzz Quiz in preparation for thinking about possible careers they may be suited to.
    • Students investigate different types of businesses and industries and job families.
    • Students investigate their teachers’ career pathways and reflect upon the differences.
    • Students reflect on how changes to the world of work may affect their own future career pathways
    • Students begin to think about GCSE options in terms of career pathways and plan their future.
    • Students link curriculum areas to careers to help prepare them for choosing their GCSE options
    • Students have optional access to independent and impartial advisers via a referral system.
    • Students use careers resources and websites and learn where to find out more about specific courses/careers.
    • Students have a range of opportunities to engage with a local business, FE, HE and training providers
    • Students attend careers talks and fairs and take part in workplace visits
    Year 9
    • Students are encouraged to re-assess personal strengths with a focus on employability skills.
    • Students are encouraged to reflect on their decision-making skills and how this may impact upon their career planning.
    • Students investigate different jobs and careers and what they mean in terms of lifestyle, budgeting and a good work/life balance and develop financial capability
    • Students reflect on how work is changing and how it impacts upon people’s lives
    • Students are encouraged to recognise and challenge stereotypes within the world of work (including the glass ceiling) and traditional job roles.
    • Students have optional access to independent and impartial advisers via drop in sessions. They are also encouraged to use careers resources and websites and learn where to find out more about specific courses/careers and how to access LMI independently.
    • Students have a wide range of opportunities to engage with a range of local business, FE, HE and training providers.
    • Students attend careers talks and fairs and take part in workplace visits
    • Students take part in ‘Take your child to work day’ and reflect upon how they have benefited.

     

    Year 9
    Date of activity/event CEIAG activity Services   Organised by Partner
    September to July Access to independent and impartial careers advice and support

    Connexions personal advisor via: staff referral, student/parent contacting Connexions

    Careers information, advice and guidance.

    One to one guidance

    H. Akien Connexions
    October Careers/apprenticeships fairs for all students and parents. Careers education

    Careers information

    Employer engagement

    H. Akien Various providers
    December Careers Focus Day 1 – The Job Application Process

    All curriculum areas link their subject areas to the world of work with a focus on the job application process, interview techniques and  employability skills.

    Careers information H. Akien Staff and tutors
    September – July Assemblies dedicated to providing CEIAG

    Information, guidance and support and raising aspirations

    Guest speakers (employees and employers) from local businesses, training providers, apprenticeships, FE, HE, charities plus SLT

    Engagement with employers Heads of House

    SLT

    H. Akien

    A. Blake

    Extended Tutor Time (ETT)
    December  to July Careers Friday tutorial programme: 8:30 – 9:05am.

    Programme covers: 1. Self-Development 2. Career Exploration 3. Career Management

    and preparation  for Take your child to work day

    Careers education H. Akien

    E. Johnson

    Tutors

    Tutors

    DWP, Connexions employers

    TDR (enterprise advisor)

    December GIMME event Careers education

    Employer engagement

    H.Akien Nissan
    September to July NECOP programme –

    Higher education / study skills / finance – including 25h January whole cohort visit to Sunderland University. Mentoring programme to plan for the future and raise aspirations.

    Careers education

    Careers information

    NECOP

    A. Blake

    NECOP
    September to July Work Discovery Sector Days

    Opportunity  for students to visit workplaces for careers information IT, Health, retail, construction, creative

    Careers information and guidance

    Careers advice

     

    H. Akien

    G. Roche

    Work Discovery Sunderland

    Software City, Bridges

    NHS, Nissan

    Sunderland University

    March Assembly- Labour market : DWP

     

    Careers information H. Akien DWP school advisor
    April Careers Focus Day 2 –

    All curriculum areas link their subject areas to the world of work with a focus on

    Careers information H. Akien

    E. Johnson

    A. Blake

    Various providers/ employers
    May Take your child to work day.
    Employer Engagement

    Careers Information

    H. Akien Various providers/ employers
    June Industrial Cadets (Silver Award).

    5 – 8 students.

    Employer Engagement

    Careers Information

    H. Akien

     

    Nissan
    July  

    Careers Focus Day 3 – Enterprise Day 

    Whole school drop-down day for  enterprise activities

    Careers education H. Akien

    E. Johnson

    A. Blake,

    G. Bunn,

    G. Roche

    Various providers/ employers –see database
    June Work Discovery week:

    Monday: Launch Day and Careers Fair

    Friday: Problem Solving Challenge

    Activities, challenges, visits, guest speakers, etc throughout  the week

    Careers information

    Employer engagement

    H. Akien
    Heads of House
    Work Discovery Sunderland

     

    Year 8
    Date of activity/event CEIAG activity Services   Organised by Partner
    September to July Access to independent and impartial careers advice and support

    via: staff referral, student/parent contacting SHV

    Careers information, advice and guidance.

    One to one guidance

    H. Akien Connexions
    October Careers/apprenticeships fairs for all students and parents. Careers education

    Careers information

    Employer engagement

    H. Akien Various providers
    December Careers Focus Day 1 –Raising aspirations

    All curriculum areas link their subject areas to the world of work with a focus on the job application process, interview techniques and employability skills.

    Careers information H. Akien Staff and tutors
    September – July Assemblies dedicated to providing CEIAG

    Information, guidance and support and raising aspirations

    Guest speakers (employees and employers) from local businesses, training providers, apprenticeships, FE, HE, charities plus SLT

    Engagement with employers Heads of House

    SLT

    H. Akien

    A. Blake

    Extended Tutor Time (ETT)
    December  to July Careers Friday tutorial programme: 8:30 – 9:05am.

    Programme covers: 1.Self-Development 2.Career Exploration 3.Career Management

    and preparation for option choices

    Careers education H. Akien

    E. Johnson

    Tutors

    Tutors

    DWP, Connexions

    employers

    December/January Option assemblies and parent consultation evenings Careers Advisor available for drop-in sessions with parents and students Careers education

    Careers information

    J. Dodd

    H. Akien

    Connexions
    September to July Work Discovery Sector Days

    Opportunity  for students to visit workplaces for careers information IT, Health, retail, construction, creative

    Careers information and guidance

    Careers advice

    H. Akien

    G. Roche

    Work Discovery, S

    Software City, Bridges

    NHS, Nissan

    Sunderland University

    April Careers Focus Day 2

    All curriculum areas link their subject areas to the world of work.

    Careers information H. Akien

    E. Johnson

    A. Blake

    Various providers

    Staff and tutors

    July Careers Focus Day 3 – Enterprise Day 

    Whole school drop-down day for  enterprise activities

    Careers information H. Akien, E. Johnson

    A. Blake,G. Bunn,

    G.Roche

    Various providers/ employers –see database
    June  

    Whole cohort visit to Sunderland University.

    Careers education

    Careers information

    H. Akien

     

    Sunderland University

     

    Year 7
    Date of activity/event CEIAG activity Services   Organised by Partner
    September to July Access to independent and impartial careers advice and support

    Connexions personal advisor via: staff referral, student/parent contacting Connexions

    Careers information, advice and guidance.

    One to one guidance

    H. Akien  
    December Careers Focus Day 1 –The job application process

    All curriculum areas link their subject areas to the world of work with a focus on the job application process, interview techniques and employability skills.

    Careers information H. Akien Staff and tutors
    September to July Assemblies dedicated to providing CEIAG

    Information, guidance and support and raising aspirations

    Guest speakers (employees and employers) from local businesses, training providers, apprenticeships, FE, HE, charities plus SLT

    Engagement with employers Heads of House

    SLT

    H. Akien

    A. Blake

    Extended Tutor Time (ETT)
    December  to July Year 8 Careers Monday tutorial programme: 8:30 – 9:05am.

    Programme covers: 1.Self-Development 2.Career Exploration 3.Career Management

    and preparation for practice interview competition

    Careers education H. Akien

    E. Johnson

    Tutors

    Tutors

    DWP, Connexions

    employers

    April Careers Focus Day 2

    All curriculum areas link their subject areas to the world of work

    Careers information H. Akien

    E. Johnson

    A. Blake

    Various providers

    Staff and tutors

    June  

    Careers Focus Day 3 – Enterprise Day

    Whole school drop-down day for  enterprise activities

    Careers education H. Akien

    E. Johnson

    A. Blake,

    G. Bunn,

    G. Roche

    Various providers/ employers –see database
  • Careers  Activities

    Career-related activities Yr 7 Yr 8 Yr 9 Yr 10 Yr 11
    Assembly
    Careers programme in Extended tutorial time (35mins)
    One to one with careers adviser (Connexions Advisor – L6 and matrix accredited) Upon request Access through self-referral, vulnerable pupils, parents consultation evenings
    Opportunity to visits to employers  ✔  ✔  ✔  ✔  ✔
     Visits from employers  ✔  ✔  ✔  ✔  ✔
     Work experience days      ✔  ✔  ✔ Alternative Education
     Drop-down/focus days  ✔  ✔  ✔  ✔  ✔
    Sixth form taster days        ✔  ✔
    HE taster days  
    Visits from colleges/HE/apprenticeship providers  
    Mock interviews ✔ In-house ✔In-house  ✔In-house  
    External careers events  
    Parents evening for careers  
    Work- related competitions  ✔
    Global Bridge    ✔  ✔  ✔  ✔
    National Careers  Service website  ✔  ✔  ✔  ✔  ✔
    Apprenticeships  ✔  ✔  ✔  ✔  ✔
    Mentoring (university and employers and staff)      ✔  ✔  ✔
    Careers fair  ✔   ✔   ✔   ✔   ✔
    Work discovery week   ✔   ✔   ✔   ✔   ✔
    Industrial cadets       ✔   ✔  
    Web based activities/careers websites   ✔   ✔   ✔   ✔   ✔
    National Citizenship Service         ✔   ✔
  • CEIAG Roles and Responsibilities 2018-2019

    Director of Community Relations and Careers Leader : Hilary Akien  

      • Develop and monitor all areas of CEIAG, including: ‘Careers Education’, ‘Careers Information’, ‘Careers Advice’ and ‘Careers Guidance’
      • Develop external links, e.g. employer engagement programme, apprenticeship providers, colleges and universities
      • Ensure that the provision meets the quality of a dedicated CEIAG award
      • Utilise destination measures data and LMI information to inform future planning
      • Consult with young people, parents and staff on CEIAG provision.
      • Ensure students develop their employability skills and encourage young people to take ownership of their career plans.
      • Promote careers across the curriculum. Lead in house training and CPD for staff. Liaise with Heads of House to implement intervention strategies for potential NEET students
      • Strategic leadership of CEIAG across the Academy
      • Prepare and implement CEIAG annual development plan and the CEIAG programme including schemes of work for careers education
      • Report to SLT and Governors on CEIAG · Advise SLT and Governors on policy, strategy and resources for CEIAG

    Link CEIAG Governor: Lesley Watson

    Connexions Personal Advisor: Vivienne Scott

    Careers Advisor across the Trust: Julia Robinson

    • Careers guidance advisor
    • Work experience co-ordinator
    • Development of  external links  and careers fair
    Assistant Head: Allison Johnston

    • Promote good work skills across the Academy, especially attendance punctuality and ‘behaviours for the work place’.
    • Promote post 16 pathways and support the CEIAG programmes.
    More Able Co-ordinator: Anthony Blake

    Promotion of the wide range of progression routes available including: sixth forms, colleges, further education, higher education with a focus on raising aspirations for the more-able cohort.

    Raising Aspirations and OxNet Coordinator: Clare Ungley

    Raising the aspirations of pupils to increase social mobility through promotion of further/higher education by mentoring/supporting and offering a range of internal and external experiences to broaden knowledge and horizons. Establish links across the Trust and with Russell Group Universities

    Pupil Achievement Mentors (PAM)

    • Encourage students to think positively about their future exams and career prospects and how they can enhance their life chances, and raise aspirations and self esteem
    • Feedback specific student needs (or opportunities) to the CEIAG team
    • Signpost students to appropriate CEIAG advice and information
    • Support the CV building and letter of application
    STEM co-ordinator: Glenn Bunn

    Promote STEM activities/events and opportunities and STEM careers

    SENCO: Ashleigh Summerside  

    Work closely with the LA  & other professionals to support planned transition for SEND students from school into appropriate post-16 opportunities 

    SMSC co-ordinator and Curriculum leader for Extended Tutor Time:  Emma Johnson

    • Ensure ETT programmes of study for careers education, work related learning and guidance are planned, sourced, delivered ,monitored
    • Establish, develop a programme of high quality Focus Days to develop students’  resilience, self-esteem and aspiration
    Heads of House:  Wendy Clarkson (Triton), Elenor Wright (Phoenix), Lorraine Scott (Griffin)

    • Support the CEIAG programmes and activities
    • Co-ordinate students’ Careers Portfolio (CV and personal statement)
    • Support the work experience and mock interview process
    • Support ‘Take your child to work day’ programme
    • Support the options process

    Year 11 Progress Manager: Amy Wright & Year 11 tutors

    • Deliver the Y11 ETT programme for careers education
    • Support the writing of CVs and FE application process

    Year 10 tutors

    • Deliver the Y10 ETT programme for careers education
    • Support the work experience and mock interview process

    Year 7-9 tutors

    • Deliver the ETT programme for careers education
    • Support the Y9 ‘Take your child to work day’ programme
    • Support the Y8 option process
    • Help prepare students for the world of work.
    • Provide careers advice and respond to questions
    • Signpost to sources of advice

    Attendance officer –Amy O’Connell

    • Monitor/promote attendance and punctuality and  link to world of work
    All teaching staff:

    Link subject areas to different work opportunities, jobs and careers (during curriculum time and Careers Focus Days) • Help develop students employability skills within lessons

    • Promote progression routes within the subject areas.

    • Help prepare students for the world of work.

    • Develop external links whenever possible.

• You can download our full CEIAG curriculum document by clicking here.