KS4 Careers Programme

KS4 Careers Scheme

Learning Objectives

Students should learn to..

Gatsby reference

Possible Activity

Student outcomes

Students will be..

 

 

Developing yourself through careers, employability and enterprise education

 

(1) Recognise how you are changing, what you now have to offer, what is important to you

3

• Students complete an occupational interests questionnaire and discuss the results with their mentor

• Students describe what they like about how they have changed since Year 7

Self-aware

(2) Be positive about you own story and the responsibility you are taking for your own progress, achievements and wellbeing

3

• Students write a chapter of their ‘career story’ about a recent success and talk to a partner about how that episode has influenced the way they think about themselves • Students set personal and learning targets to build on their strengths rather than eradicate their weaknesses

Self- determined

(3) Review and reflect upon how you have benefitted as a learner from career, employability and enterprise learning activities and experiences

3

• Students choose the most important aspects of an experience they have just had and reflect on what they have learned. They repeat the activity after a period of time to see if their perspective has changed

• Students who have had placements in similar working environments compare and contrast what they learnt from their work experience

Self-improving as a learner

 

 

 

Learning about careers and the world of work

 

(4) Explain key ideas about your career and career development

 

2

• Students weigh up the pros and cons of single-track careers, serial careers, portfolio careers and lifestyle careers

• Students explore the dynamics of ‘occupational’ careers (e.g. teaching), ‘organisational’ careers (e.g. in the Army) and ‘boundaryless’ careers characterised by frequent job switching

Exploring careers and career development

 

(5) Explain how work is changing and how this impacts on people’s satisfaction with their working lives

2

• Students analyse stories in the news about the factors that affect the mental health of workers • Students talk to alumni about how their jobs are likely to change in the next 5-10 years

 

Investigating work and working life

(6) Explain 3 different types of businesses, how they operate and how they measure success

5

 • Students look at the pros and cons of different kinds of business entities, e.g. sole trader, partnership, company and franchise in the private sector

• Students compare and contrast their experience of taking part in two different enterprise simulations – one based on a share-holder model and the other based on a co-operative model

Understanding business and industry

 

(7) Find relevant job and labour market information (LMI) and know how to use it in your career planning

5

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

 

Investigating jobs and labour market information (LMI)

(8) Recognise and challenge stereotyping, discrimination and other barriers to equality, diversity and inclusion. know your rights and responsibilities in relation to these issues

 

3

• Students interview employers about good practice in carrying out their duties under the Equality Act 2010 ‘to make reasonable adjustments to their workplaces to overcome barriers experienced by disabled people’

• Students investigate progress in tackling ‘the glass ceiling’ in the leading professions, e.g. engineering, architecture, law, medicine, accountancy

 

Valuing equality, diversity and inclusion

(9) Be aware of your responsibilities and rights as a student, trainee or employee for following safe working practices

 

4

• Students carry out a risk assessment of an indoor space at school, e.g. a laboratory, classroom, dining hall, cloakroom

• Students research health and safety requirements and guidelines for tools and equipment that they use, e.g. VDU, keyboard, machine tools in the Design and Technology workshop

 

Learning about safe working practices and environment

 

 

Developing your career management and employability skills

 

(10) Build and make the most of your personal network of support including how to identify and use a wide range of careers information, advice and guidance and distinguish between objectivity and bias

 

2

• Students discuss their options with family, friends/social network, school staff and careers specialists and carefully weigh up the advice received

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

 

 

 

Making the most of careers information, advice and guidance (CEIAG)

 

(11) Show how you have acquired and are developing qualities and skills to improve your employability

 

4,5,6

• Students use the Centre for Education and Industry (CEI) Learning Frameworks to record key skills and plan and carry out work experience tasks

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

 

Preparing for employment

(12) Show that I can be enterprising in the way you learn, work and manage your career

4,5,6

• Local employers run a session on techniques of successful marketing and then set a marketing challenge such as how to promote healthy eating

• Students assess themselves on the career adaptability scale and discuss with their tutor how they are going to follow up the results

Showing initiative and enterprise

(13) Show that I can manage your own money Understand personal finance documents Know how to access financial support for further study and training

 

3

 • Students calculate the cost of higher education and how the return on their investment can be managed

• Students complete online modules explaining tax and national insurance matters

 

Developing personal financial capability

(14) Research your education, training, apprenticeship, employment and volunteering options including information about the best progression pathways through to specific goals

 

2

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

• Students watch a theatre group production on ‘ Your Choices at 16+’ and then participate in a discussion workshop about what it means to them

 

Identifying choices and opportunities

(15) Know how to make important plans and decisions

Know how to solve problems Deal appropriately with influences on you

 

3

• Students learn how to weigh up different factors affecting their decisions by using the decision matrix method

• 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)

 

Planning and deciding

(16) Know you rights and responsibilities in a selection process and the strategies to use to improve your chances of being chosen

 

3

• Students take part in a mock interview for a suitable position (e.g. an 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 interviewers are not allowed to ask candidates

 

Handling applications and interviews

(17) Review and reflect on previous transitions to help you  improve your preparation for future moves in education, training and employment

7

• 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 programmes for young people going into the sixth form, a college, work-based learning or an apprenticeship

Managing changes and transitions

 

 

 

 

 

Key Stage 4 Learning Outcomes

1. Attitude. Skills and experience. Money, value, travel time, career.

2. Improved behaviour, attendance. Work experience or academic achievement.

3. Skills, references, open evenings, events.

4. Career websites and specialist advisors. Interviews, talking to family and employers.

5. Hours, mobile market. Changing careers, portfolio workers, zero hour contracts

6. Bank, builders, fashion shop. Shareholders any current value, do they pay dividends? Goodwill.

7. Race, religion, age, disabilities and any other barriers to equality and inclusion

8. Health and safety at work

10. Talking to employers, college interviews, part time jobs

11. Work experience, improved attendance, college course,

12. Do you have your own portfolio? Have you been a sports captain? Library monitor.

13. Pocket money or savings. PFEG materials now part of Young Enterprise website. Bank websites . Knowledge of ISA etc. The cost of an Apprenticeship against attending an HEI

14. Open evenings, taster days, company websites.

15. How are you making decisions and plans? are family involved? Have you had to solve any problems?

16. Sample questions that interviewers can and cannot ask - Age, sex, ethnicity, Grades, references, good CV writing.

17. Update CV. Improve Personal Statement. Reference, include taster day visits.

Do you work in a business that could help provide work experience or opportunities for our students?

We are always looking for local businesses that are wanting to inspire and educate our students about the world of work and expand and develop our ‘futures’ curriculum. If you think you could help to provide invaluable work experience or opportunities that give students the chance to develop core skills and motivation please contact the school to discuss.