KS3 Careers Programme

An outline of our careers planning can be found below

KS3 Careers Scheme

Learning Objectives

Gatsby reference

Possible Activity

Student outcomes

Students should learn to..


Developing their self through careers, employability and enterprise education

Students will be..

(1) Describe them self, their strengths and preferences



  • Students can talk about their strengths  Students know what students like and enjoy doing
  • Students participate in the ‘ZONES of REGULATION’ programme to develop their self and social awareness, manage their feelings and become more effective learners
  • Students complete a range of self-assessment exercises and record the results in their skills builder folders


2) Be able to focus on the positive aspects of their wellbeing, progress and achievements


  • Students can tell their own story, how students are making progress and what students need to do to raise their achievement and improve their wellbeing
  • Students tell the story of their earliest memories of what they were good at and interested in. They look at their story for clues about what they are like today
  • Students learn Yoga on a weekly basis and use the mindfulness moments to reflect on themselves and their achievements
  • Students track their own progress towards their supergoals


3) Explain how students are benefitting as a learner from careers, employability and enterprise activities and experiences


  • Students can explain what they have learnt from career, employability and enterprise learning activities and experiences 
  • In a small group, Students review their experience of taking part in activities with external visitors
  • Students keep a skills log
  • Students have the opportunity to reflect on enterprise and STEM activities

Self-improving as a learner



Learning about careers and the world of work


(4) Describe different explanations of what careers are and how they can be developed


  • Using the members of staff, students survey how their careers developed. Students can spot similarities and differences
  • Students find out how the careers of different members of staff have developed and then reflect on the similarities and difference between them
  • Students create career timelines to summarise the career of someone they admire
  • Students link building of skills and qualifications to their Super goals where appropriate

Exploring careers and career development

(5) Give examples of different kinds of work and why people’s satisfaction with their working lives can change


  • Students can identify different kinds of work that people do.
  • Students can say why people’s job satisfaction varies
  • In small groups, Students research a job family and give ‘table presentations’ at their own careers fair
  • Students find out the purpose of work clothes/uniforms and whether people like or dislike wearing them(linked to a school non-uniform day)
  • Students read and discuss online research about work and working life

Investigating work and working life



(6) Give examples of different business organisational structure


  • Looking at different businesses students can describe their organisation and structure
  • Students investigate the types of businesses involved in the exploitation of commodities such as coffee from the raw material stage to the finished product  (Geography)
  • Students list the jobs involved in getting an everyday item such as a tin of beans to consumers
  • Students make a spider diagram of the contractors and suppliers linked to their own school (working with Chartwells lunch supplier)

Understanding business structure

(7) Be aware of what labour market information is and how it can be useful to students


  • Students can say what is LMI and why students need to be aware of it for making future decisions
  • Female students investigate opportunities for women in the STEM (science, technology, engineering and maths) industries
  • Students analyse local job vacancies using job vacancy websites/apps and newspapers
  • Students investigate the features of jobs in the ‘primary’ labour market (e.g. high wages and benefits, longer lasting careers) and compare them with jobs in the secondary labour market (e.g. low wage, limited mobility within jobs and temporary careers)

Investigating jobs and labour market information

(8) Identify how to stand up to stereotyping and discrimination that is damaging to students and those around students


  • Students can say how to stand up to stereotyping and discrimination that is damaging to students and those around students
  • Students research advice on how to combat stereotyping and discrimination
  • Students plan a programme of activities for Black History or LGBT Month focusing on landmark workplace discrimination cases

Valuing equality, diversity and inclusion

(9) Be aware of the laws and bye-laws relating to people’s permitted hours and types of employment; and know how to minimise health and safety risks to students and those around students


  • Students are aware of the laws and the bye-laws relating to the hours and types of employment for their age group
  • Students write a true or false quiz to test other Students’ knowledge of the laws and by-laws relating to the employment of school-age children
  • Students discuss how to avoid the problems shown in a cartoon picture of hazards in the workplace

Learning about safe working practices and environments



Developing their career management and employability skills


10) Identify their personal networks of support, including how to access and make the most of impartial face-to-face and digital careers information, advice and guidance service


  • Students can use family, school and friends to access information and can appreciate the role of impartiality and sources of partiality.
  • Students take part in employer led activities to develop their networking skills
  • Students create a mind map or visual representation of their networks of careers influencers and supporters
  • Students produce a guide to ‘making the most of information, advice and guidance’ in their community

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

11) Recognise the qualities and skills students have demonstrated both in and out of school that will help to make students employable


  • Students can recognise the skills and qualities needed for the world of work through activities/experiences
  • Students watch short video clips and identify the qualities and skills that support employability
  • Students maintain a skills log recording their best demonstrations of the qualities and skills needed for employability (Skills Builder)

Preparing for employability

(12) Recognise when students are using qualities and skills that entrepreneurs demonstrate


  • Students can show how students are using the qualities and skills when being enterprising as part of ‘drop-down’ days, challenges, through subjects
  • Students maintain a skills log recording their best demonstrations of the qualities and skills needed for employability
  • Students gain experience of event planning by working out the programme, timings, publicity and budget for a school event such as a fashion show or pet show. They review their contribution to the venture
  • Students plan and deliver a series of environmental awareness projects as part of their school’s ecology campaign (ECO CLUB)

Showing initiative and enterprise

(13) Show that students can manage a personal budget and contribute to household and school budgets


  • Students can show how to get the most from a personal budget, understand and use financial words
  • Students take part in a simulation that challenges them to manage a household budget (Maths)
  • Finance Qualification L.I.F.E (year 10)

Developing personal financial capability

(14) Know how to identify and systematically explore the options open to students at a decision point


  • Students can make an informed decision after assessing the choices and opportunities open to students
  • Students brainstorm the criteria they will use to compare the subjects available to them at Key Stage 4
  • As part of the transition process, students will be provided with the required support and discussion to explore various career routes

Identifying choices and opportunities

(15) Know how to make plans and decisions carefully including negotiating with those who can help students get the qualifications, skills and experience students need


  • Students can research for the skills, qualifications and experience students need to discuss and where necessary negotiate their plans for the future
  • Careers day year 9 groups form small company teams to promote tourism in the local area. They have to negotiate their roles in the team and the main features of the campaign
  • Students engage in target-setting and review activities with their tutors and subject teachers

Planning and deciding

(16) Know how to prepare and present themselves well when going through a selection process


  • Students can prepare and present themselves well when going through a selection process
  • Students apply for leadership roles in the school, e.g. as School Council representatives, peer mentors
  • Students role play doing well in informal or unusual interview situations, e.g. being interviewed for a part-time job in a shop when the interviewer keeps breaking off to serve customers
  • Students undertake skills builder presentations as part of the Skills Builder framework

Handling Applications and interviews

(17) Show that students can be positive, flexible and well prepared at transition points in their life


  • Students can be positive, flexible and well prepared for their move into key stage 4
  • Y8/9 Students have back-up plans in case they cannot have all their first-choice options
  • Students write a guide for Year 6 Students on how to make a success of the move from primary to secondary school and support them once they have transitioned into the school

Managing changes and Transitions