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

The curriculum for PSHE spirals, so in Year 7, students are introduced to careers and focus mainly on breaking down stereotypes regarding certain job roles (for example unconscious biases that may be attach to certain genders in certain roles), as well as identifying their ‘dream jobs’ and industries and subject areas they might be interested in working in. Basic knowledge and understanding of this introduction to careers is assessed through formative, peer-assessed quizzes.

• Areas of Learning for Careers, Employability and Enterprise Education Targeted: 1 - 4 + 8.
• The Eight Gatsby Bench Marks of Good Practice: 1 + 2

Year 8 students focus in more detail on the world of work, with sessions on opportunities to work abroad, as well as recognising prejudice and discrimination in the workplace. These sessions are still taught in form groups, with opportunities for class discussion and role play, for example ‘speed dating’ job interview skills. Again, assessment is through formal teacher assessments alongside quizzes and peer assessed tasks. In July students take part in a post-16 event where representatives from all of the local post 16 providers, universities and a number of employers are invited into school to take part in a “marketplace” event. Students use this event to start to plan their next steps.

• Areas of Learning for Careers, Employability and Enterprise Education Targeted: 1- 5 + 8.
• The Eight Gatsby Bench Marks of Good Practice: 1, 2, 4.

In Year 9, students focus on the rights and responsibilities of young people in the workplace. The focus then shifts to options and how best to choose GCSE subjects. There is also a focus on future goals and aspirations, and students are encouraged to create a trajectory of their future plans, for example ensuring their GCSE options feed into what they would be inclined to study at Level 3 (BTEC or A Level), or even starting to consider options that would aid their future career goals (for example opting for Business Studies, or studying a language if considering opportunities abroad).

In July students take part in a post-16 event where representatives from all of the local post 16 providers, universities and a number of employers are invited into school to take part in a “marketplace” event. Students use this event to start to plan their next steps. Year 9 students will also undergo a series of mock interviews to prepare them for life outside of school.

• Areas of Learning for Careers, Employability and Enterprise Education Targeted: 4 - 9.
• The Eight Gatsby Bench Marks of Good Practice: 1 - 8.

Year 10 students focus closely on responsibility in the workplace. Students study a range of different jobs and careers, they outline and analyse the different responsibilities attached to different roles. Students analyse a breadth of job descriptions and how employees may be held accountable for meeting deadlines and targets. Students compare and contrast the support students get compared to employees in a professional work environment.

Students in Year 10 receive careers guidance and advice from the school’s independent careers advisor.

In July students take part in a post 16 event where representatives from all of the local post 16 providers, universities and a number of employers are invited into school to take part in “marketplace” event. Students use this event to continue to plan their next steps.

• Areas of Learning for Careers, Employability and Enterprise Education Targeted: 7 - 15.
• The Eight Gatsby Bench Marks of Good Practice: 1 - 5, 7, 8.

Year 11 students focus primarily on Post-16 options. The school takes part in the Bradford Manufacturing Weeks which involves students visiting employers, taking part in virtual talks and attending sessions about the opportunities that apprenticeships bring. Students are actively encouraged to attend open events at a range of providers as well as attending the Guiseley Sixth Form open evening. Form sessions focus on future options.

Students who are thinking of applying to study Level 3 academic qualifications attend a two-day introduction event at the school where they take part in “taster” lessons for any of the subjects they are considering studying.

We liaise closely with local colleges and either take students on college visits or ask college staff to come into school and spend a day talking students about a range of opportunities. Speakers are invited into school to talk about Intermediate and Advanced Apprenticeships.

Students in Year 11 receive careers guidance and advice form the school’s independent careers advisor.

• Areas of Learning for Careers, Employability and Enterprise Education Targeted: 15 - 17.
• The Eight Gatsby Bench Marks of Good Practice: 1 - 8.

Year 12 students focus on the opportunities that are available to them post 18. Students begin researching potential opportunities and writing a careers action plan. This is followed by sessions on writing a CV. In February students start to explore the options that are available to them post 18 with a focus on Universities and higher or degree apprenticeships. Students look at all types of university and attend a UCAS convention in Leeds. They then have lessons on how to write a personal statement and how the UCAS process works. All Year 12 students take part in a week of work experience in July. They also start to visit universities on their open days.

• Areas of Learning for Careers, Employability and Enterprise Education Targeted: 11, 14 - 17.
• The Eight Gatsby Bench Marks of Good Practice: 1, 3, 5 - 8.

Year 13 students continue to work on their personal statement, they are also encouraged to continue visiting universities. During the year there is specialist input from outside speakers on student finance, degree and higher apprenticeships, transition to university and an in depth look at opportunities that may be available in a gap year.

Students in Year 13 receive careers guidance and advice form the school’s independent careers advisor.

Regular communication is sent to students about opportunities that are available to them including apprenticeship and job opportunities.

• Areas of Learning for Careers, Employability and Enterprise Education Targeted: 11, 13 - 17.
• The Eight Gatsby Bench Marks of Good Practice: 1, 3, 5 - 8.

• Digital Displays: Subject specific and careers information presented in lessons and on digital displays around the school.
• National Apprenticeship week: A week long focus during form time, lesson time and displays around school.
• National Careers Week: A week long focus during form time, lesson time and displays around school.
• Bradford Manufacturing Week: Live webinars and Q/A sessions with local employers taking part during targeted lessons for the whole year group.
• Careers guidance interviews by appointment: KS4 and KS4 students have the opportunity of a one-to-one careers interview with an independent careers advisor who formulates an action plan.
• Assemblies: Throughout the year there are bespoke one-off assemblies and other activities, using outside agencies with support from the West Yorkshire Combined Authority and Leeds City Region Enterprise Partnership, to introduce students of all Key Stages to careers and future pathways.
• Post-18 parent’s information evening: A meeting that parents and Year 12 students attend to give information about university applications, financial implications, apprenticeships, employment and gap years.

1. Self- awareness
2. Self-determination
3. Self-improvement as a learner
4. Exploring careers and career development
5. Investigating work and working life
6. Understanding business and industry
7. Investigating jobs and labour market information (LMI)
8. Valuing equality, diversity and inclusion
9. Learning about safe working practices and environments
10. Making the most of careers information, advice and guidance
11. Preparing for employability
12. Showing initiative and enterprise
13. Developing personal financial capability
14. Identifying choices and opportunities
15. Planning and deciding
16. Handling applications and selection
17. Managing changes and transitions

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

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