Careers Education, Information, Advice and Guidance (CEIAG) Plan

Transcription

1 Careers Education, Information, Advice and Guidance (CEIAG) Plan Introduction There has never been a time when careers guidance has been as important for young people as it is today. The landscape of education, training and employment opportunities that students need to navigate is more complex and more challenging than that faced by previous generations. The raising of the age for participating in learning means that young people face a wider range of choices of courses and places to study. Hillview School for Girls is committed to providing a planned programme of careers education, information, advice and guidance (CEIAG) for all students in Years 7 to 13. CEIAG is an integrated part of all subject areas. This includes skills for life such as self-awareness, decision-making, opportunity awareness and transition skills. The school is also committed to developing employability skills and ensuring students are well-equipped for the current and future labour market. All staff at Hillview play an active role in preparing students for their next steps and future employment through mentor time, subject lessons and a structured careers programme. Careers education does not just mean informing students about their options after school but also how their school career will affect their futures. It is our statutory duty to ensure that all pupils receive independent, impartial advice and guidance regarding all options within the school and how they will affect their options after school and which careers pathways will become available to them. By helping students with decisions at crucial stages, informing them of all their options and introducing them to the world of work, we aim to prepare them for life after school whichever path they choose. The school s CEIAG Plan sets out how the school intends to provide a structured careers programme with the available resources which will provide our students with the knowledge, inspiration and ability to take ownership of their own career action plans which will enable them to succeed in their chosen career paths. The school CEIAG Plan is based on the Department for Education document "Careers Guidance and Inspiration in Schools" dated April

2 Core Aims In developing our Careers Plan, Hillview has adopted the Career Development Institute s core aims to enable students to: Core Aim 1 (CA1): Develop self through careers, employability and enterprise education Core Aim 2 (CA2): Learn about careers and the world of work 1-1. Self-awareness 2-4. Exploring careers and career development 1-2. Self-determination 2-5. Investigating work and working life 1-3. Self-improvement as a 2-6. Understanding business and learner industry 2-7. Investigating jobs and labour market information 2-8. Valuing equality, diversity and inclusion 2-9. Learning about safe working practices and environments Core Aim3 (CA3): Develop their career management and employability skills Making the most of CEIAG Preparing for employability Showing initiative and enterprise Developing personal financial capability Identifying choices and opportunities Planning and deciding Handling applications and interviews Managing changes and transitions Student Entitlement At Hillview all our students receive and are entitled to: clear and impartial information, advice and guidance about all the options available so that students can make informed choices and decisions support and guidance from qualified people to help with decision making on the most appropriate further education, higher education, training or employment appropriate and relevant advice and guidance to help make choices and seek to develop a career plan for the future a programme of careers education to help students identify and develop skills and qualities to support the transition from school into the world of work and/or further learning personalised support and information on progress an opportunity to learn about the world of work a range of employability learning experiences and exposure to a range of occupational sectors personalised support and guidance through subject options processes regular personal support and information on how well students are doing 2

3 information about and access to independent sources of guidance, including a contracted careers adviser, employers or inspirational professionals and websites Student Entitlement Statements by Year Group Year 7 Students are encouraged to identify personal traits, strengths and skills and develop confidence and have high expectations of themselves. drop-in sessions. By beginning careers education early students can make better informed decisions at transition stages and are more motivated in school in order to follow a particular pathway. Students are given Tracking Sheets to support them in knowing their progress in each topic for each examined subject. Year 8 Students are introduced to careers resources and informed how to use them. Students build on personal strengths and begin to link skills to specific careers enabling realistic and informed decisions at transition stages. Students introduced to the world of work and how it is constantly changing. Students experience work as Student Receptionist for a day within the school. Students introduced to careers software and websites available in school. Students should begin to think about GCSE option in terms of career pathways and plan future within school. drop-in sessions. They are also encouraged to use careers resources available and informed where to find out more about specific courses/careers. Students are given Tracking Sheets to support them in knowing their progress in each topic for each examined subject. Year 9 Students encouraged to reassess personal strengths with a focus on transferable skills. What is important in a career? Students encouraged to investigate different jobs and careers and what they mean in terms of lifestyle, budgeting and a good work/life balance and develop economic awareness. Students encouraged to challenge stereotypes within the world of work and traditional job roles. Students should begin to think about GCSE option in terms of career pathways and plan future within school. drop-in sessions. They are also encouraged to use careers resources available and informed where to find out more about specific courses/careers. Students conduct a mock interview with a member of the Senior Leadership Team to support option selection. Students are given Tracking Sheets to support them in knowing their progress in each topic for each examined subject. 3

4 Year 10 Students begin to explore post-16 options and interview techniques. Economic awareness developed further and students encouraged to think about employability, which careers appeal and to identify and set themselves realistic future goals. What is a CV, what is a cover letter and why do people applying for jobs need them? Students begin CV and personal statement writing. drop in sessions. They are also encouraged to use careers resources available and informed where to find out more about specific courses/careers. Students are given personalised learning checklist (PLCs) to support them in knowing their progress in each topic for each examined subject. Year 11 Students are encouraged to consider all their options including further study in 6th form and apprenticeships, and helped with post 16 choices and applications. Interview techniques further developed. Students have a one-to-one career interview with an independent careers advisor and have access to independent and impartial advisers via drop in sessions with Mrs Hayes, Employability and Careers Leader. Students should use careers interviews to help understand different career pathways and entry requirements and encouraged to make contingency plans should results be better/worse than expected and set personal targets for development. Specific mock interviews for all students. Students are encouraged to think about the kind of behaviour potential employers look for. Students are encouraged to attend careers talks, fairs, college and 6th form open days and taster days with employers. Students are assisted further with CV writing and encouraged to have a completed a CV and personal statement. Students are kept up to date with post 16 deadlines. They are also encouraged to use careers resources available and informed where to find out more about specific courses/careers. Students are given personalised learning checklist (PLCs) to support them in knowing their progress in each topic for each examined subject Year 12 Students are given specific help with preparing UCAS/applying for apprenticeships. Sessions on understanding school leaver and graduate job markets and how to look and apply for jobs. Students should start to understand how world of work is changing and how it might affect individuals. Students learn how to manage a career in terms of progression, budgeting and planning for the future. 4

5 Students are reminded of different options including higher education, jobs, gap years, apprenticeships etc. Students begin CV and personal statement writing. Students are encouraged to attend university open days, mock interviews, careers interviews and meet potential employers to discuss future options. drop-in sessions with Mrs Hayes, Employability and Careers Leader. Students encouraged to use careers resources available in the school library and Sixth Form library and informed where to find out more about specific courses/careers. Students complete work experience and record Work Experience Diary. Students are given personalised learning checklist (PLCs) to support them in knowing their progress in each topic for each examined subject Year 13 Students are given specific help with preparing UCAS/applying for apprenticeships. Sessions on understanding school leaver and graduate job markets and how to look and apply for jobs. Students should start to understand how the world of work is changing and how it might affect individuals. Students learn how to manage a career in terms of progression, budgeting and planning for the future. Students are reminded of different options including higher education, jobs, gap years, apprenticeships etc. Students are encouraged to attend university open days, mock interviews, careers interviews and meet potential employers to discuss future options. Students are assisted further with CV writing and encouraged to have a completed CV and personal statement. drop-in sessions with Mrs Hayes, Employability and Careers Leader. Students encouraged to use careers resources available in the school library and Sixth Form library and informed where to find out more about specific courses/careers. Students are given personalised learning checklist (PLCs) to support them in knowing their progress in each topic for each examined subject. Evaluation of Success Investor in Careers Since 2010, Hillview has held the full Investors in Careers Award, a nationally recognised quality award for the provision of CEIAG within an institution, which certifies that we have achieved the most exacting standards of excellence in careers education and guidance. The School is reassessed against the standards every three years and received the full award again in May The award evaluates four key elements relating to the managements of CEIAG, namely: 5

6 Commitment Organisation Delivery Evaluation Hillview is committed to delivering CEIAG to our students and supporting them through their choices and has committed to be reassessed for the Investors in Careers bench mark in May Gatsby Benchmark The Gatsby framework provides guidance for schools in improving their careers provision. The eight Gatsby Benchmarks of Good Career Guidance are: 1. A stable careers programme 2. Learning from career and labour market information 3. Addressing the needs of each pupil 4. Linking curriculum learning to careers 5. Encounters with employers and employees 6. Experiences of workplaces 7. Encounters with further and higher education 8. Personal guidance The Gatsby Benchmark Compass Tool, based on the Gatsby Benchmarks of Good Career Guidance, is used to evaluate the success of the overarching Careers Plan. A full review of our CEIAG programme, using the Compass Tool, is completed every October. Student Evaluation Students evaluate all CEIAG activities and provide feedback which is used to inform the planning of events for the next academic year. 6

7 Delivery Partners: Provide our independent Careers Advisor. The KMPF is a partnership between the University of Kent, Canterbury Christ Church University, the University for the Creative Arts, MidKent College, Kent County Council, Medway Council and 40 schools in Kent and Medway. Collaboratively, we work to raise the aspirations and attainment of young people from challenging backgrounds who might not otherwise consider progression to higher education. The vast majority of young people with whom we work are from disadvantaged backgrounds or comprise first generation higher education applicants, meaning they are the first in their immediate family to go to university. Linking students to local employers and the workplace through tailored support from a trained Enterprise Coordinator. Provide support to Sixth Form students linking them to apprenticeship employer and insight training day to improve the employability, career prospects and lives of school leavers. 7

8 Commitment to Hillview CEIAG Signatures: Name: Mrs Leonora Hayes Position: Employability and Careers Leader Signature: Date: Name: Mrs Hilary Burkett Position: Headteacher Signature: Date: Name: Mrs Sue Bishop Position: Chair of Governors Signature: Date: Review date: September