Year 11 PSHE Careers: Apprenticeships & Unifrog Careers: College Applications Careers: CV recap and Networking Careers: Cover Letters Careers: Employability Careers: Free to Choose Careers—Workplace Law

Year 10 PSHE Careers: CV’s

Careers: Unifrog CV Builder Careers: Interviews Careers: The Future

Life Skills: Money & Finance Life Skills: Future Finances

Year 9 PSHE Careers: Pathfinder Careers: Apprenticeships Careers: University Careers: Build Your Career Journey Careers: Unifrog Careers: Life Skills: Leadership Life Skills: Enterprise Life Skills: Negotiation

Year 7 PSHE Careers: Introduction to Careers Careers: The Future Job Market Careers: Go For Gold Careers: Unifrog Treasure Hunt Careers: Job Descriptions

Year 8 PSHE Careers: Skills Exploration

Careers: Careers Exploration Careers: Making Applications

Careers: Unifrog Life Skills: Problems & Opportunities

Life Skills: Goal Setting

International Women's Day Competition

Careers Fair

Year 7 Careers Community Careers Day

Step Into the NHS Unifrog Launch International Women's Day

Competition

Apprenticeship Pop Ups

Careers Assemblies

Step Into the NHS

Careers Assemblies

Careers Fair

Apprenticeship Pop Ups

STEM Careers Assemblies

Apprenticeship Pop Ups

University Trip

The Canons Apprentice

National Apprenticeship Week

Assembly

Parent and Student Events Bulletin

Parent Engagement Transitions Evening

Parent Engagement Transitions Evening

Parent Engagement Transitions Evening

Careers Fair Parent Engagement Transitions Evening

Apprenticeship Pop Ups

Mock Interview Day

STEM Careers Day

The Canons Apprentice

National Apprenticeship Week Assembly

Parent and Student Events Bulletin

Fast Tomato

Career Workshops

Employability Assembly

with recruiter 1:1 Careers Interview with

External Careers Advisor Careers Fair

Parent Engagement

Transitions Evening Parent and Student Events

Bulletin

The Canons Apprentice

Transition Day

Trip to University

Volunteering TFL Innovate

1:1 Careers Intervention Interviews

BTEC Employer Engagements

Work Experience Apprenticeship Pop Ups

Internal UCAS Conference

Personal Development Drop Down Days

University Trip

Careers Fair

Barclays Life Skills Workshops

Apprenticeship Pop Ups

Unifrog and MOOC Group Work

Parent and Student Events Bulletin

Apprenticeship Pop Ups

Careers Fair

YEAR 13

BTEC Employer Engagements

Personal Development

Drop Down Days

Apprenticeship Pop Ups

International Women's Day Event

Excel HE Fair

Parent and Student Events Bulletin

Parent Engagement Transitions Evening

YEAR 12

YEAR 11

YEAR 10

YEAR 9

YEAR 8

YEAR 7

WOHAA

Personal Statement and UCAS Support

Year 13 Personal Development Career Pathways CV & Interview Workshops Subject Areas Managing Stress & Anxiety Driving Apprenticeships Higher Education Student Finance Personal Finance

Year 12 Personal Development Career Pathways

CV & Interview Workshops Subject Areas

Managing Stress & Anxiety Driving

Apprenticeships Higher Education Student Finance

Personal Finance InvestIN

Partnership

Information for Students & Parents

Aims Great Achievement - Students will take part in a wide variety of CEIAG activities that will support them in developing the Canons Keys for Success (CKS). They will have the opportunity and facili-ties to regularly record these successes and evaluate how they will support them throughout their education and beyond into work. Great Learning - Students will learn about careers, option choices and the opportunities that are available to them. They will be encouraged to participate in a number of enrichment activities in-cluding: volunteering, work experience, and attending careers talks delivered by industry profes-sionals. These opportunities allow students to observe and practise the skills they will need to be successful beyond their school education. Great Professionalism - Students will observe, practise and develop outstanding professional attributes throughout their time at Canons. They will be provided with the resources to record and evaluate the activities they have undertaken, in order to evidence their commitment to con-tinuous, and incremental, skills and knowledge development. Great Partnerships – Students will have the opportunity to develop partnerships within school, the local community and further afield. These partnerships will enrich their experiences and ex-tend students’ knowledge and understanding of further/higher education and the world of work.

Provision

The world of work is fast paced and ever changing, and it is important to us that our CEIAG provi-sion reflects this. We are therefore constantly evaluating our approaches and tweaking our CEIAG Programme to ensure that it is always relevant and engaging for students. Entitlement – All students will have the opportunity to engage in a range of careers related activi-ties which have been designed to develop greater self-awareness, greater understanding of the range of opportunities in education and employment, as well as to inspire students to reach their potential, through regular engagement with industry professionals and work-related learning. Enrichment – All students will have the chance to take part in a range of wider curricular activities that contribute to the development of professional attributes that are required in further/higher education and the world of work. Many of these experiences will be personalised so they relate to the particular interests and aspirations of each student. Engagement – All students will have the chance to take part in experiences that will benefit not only themselves but others too, including our local community. They will be able to actively demonstrate professional qualities and attributes through these experiences.

Entitlement Statement All students are entitled to independent and impartial external careers guidance and, in school, we will provide you with opportunities to develop your aspirations. The schools works in collabo-ration with various partners to work towards meeting the Gatsby Benchmarks. Students need to reflect and evaluate their goals and use information obtained to help make decisions about career pathways. Lessons and events will help support the entitlement statements below. It is your fu-ture so you have a responsibility to make the most of the opportunities offered to you; research your options and be prepared to work hard in order to reach your full potential. You will have access to, and support with using, careers information that is unbiased and up-to-date and that gives details of all progression opportunities and associated support arrangements such as financial help.

You will obtain careers guidance:

• Confidential • Aligned with labour market trends • Focused on individual needs and fit for purpose • Supportive of equal opportunities • Provided by people with relevant training and expertise

Information about our careers provision and events is advertised in school, on our Social Media sites and via communication sent home by post or through the school app. Additional information about individual student data can be accessed, where appropriate, via the Careers Leader.

All parents and carers can expect to:

• Be able to speak to or make an appointment with a member of staff or specialist adviser to discuss their children’s progress and future prospects.

• Have access to form tutors, subject teachers and Heads of Year in parents’ evenings in years 7 to 13

• Access careers information on the school website • Be invited to given feedback relating to the Careers provision and relevant events. • Receive invitations to take part in careers and information events such as career fairs • Receive promotional material relating to internal events and external opportunities

Topic: Living in the Wider World Careers PSHE

Within the schemes of work students are given the opportunity to explore careers, skills, work related learning and

life skills.

The ultimate aims are to develop young peoples awareness of the opportunities available to them; prepare them for

transitions and/or next steps; and the tools/knowledge and skills that they will need to be successful both in school

and beyond.

The curriculum revisits topics in spiral curriculum at increasing levels of difficulty so that new skills and concepts are

related to previous learning, with the aim of progressively increasing competency and knowledge. The units of work

and their delivery also align with key events in school and transition stages. The careers curriculum is closely tied to

Unifrog and to the key competencies shown below.

Key Objectives/Long Term Learning Outcomes

• Young people making more informed decisions

• Young people ready for the world of work or the next phase of their education

• More young people appropriately engaged in the changing landscape of the job market

• Increase in number of young peoples achieving ‘wellbeing’

• Greater widespread understanding of lifelong learning

• Young people feel empowered and confident to actively contribute to the local and wider community

• Staff proactively engaged with CEIAG

• Employers proactively engaged in the world of education.

• Young people develop key skills

• Young people feel confident to challenge stereotypical thinking

• Improved Post 16 and Post 18 Destinations

The Canons Careers programme is a sequencing and strategic provision to ensure we provide access to all the op-portunities available, to students for their future destinations. PSHE supports the provision by providing information at key transition points and events in the Careers calendar. We work in partnership with several organisations to support the programme including Unifrog, which is an online careers and destination platform that allows students and staff to collect, review and analyse data relating to intentions and pathways. https://www.unifrog.org/

THE GATSBY BENCHMARKS 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. 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 oppor-tunities. They will need the support of an informed adviser to make best use of available information. 3. Addressing the needs of each student. Students have different career guidance needs at different stages. Opportunities for ad-vice and support need to be tailored to the needs of each stu-dent. A school’s careers programme should embed equality and diversity considerations throughout. 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 fu-ture career paths. 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. 6. Experiences of workplaces. Every student should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities and expand their networks. 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. 8. Personal guidance. Every student should have opportunities

for guidance interviews with a career adviser, who could be inter-

nal (a member of school staff) or external, provided they are

trained to an appropriate level. These should be available when-

ever significant study or career choices are being made.

Personnel: Christina Reffold, Careers Leader – creffold@canons.harrow.sch.uk

The government published a new Careers Strategy in 2017 which sets out a set of standards called the Gatsby Benchmarks. It is a requirement of all schools to work towards meeting these standards. More information about our Careers Provision, Access Statement, Parental Guidance and information for professional partners can be found on the Canons Website: http://www.canons.harrow.sch.uk/careers

Ofsted Requirement: Secondary schools pre-

pare pupils for future success in education, em-

ployment or training. They use the Gatsby

Benchmarks to develop and improve their ca-

reers provision and enable a range of educa-

tion and training providers to speak to pupils in

Years 8 to 13. All pupils receive unbiased infor-

mation about potential next steps and high-

quality careers guidance. The school provides

good quality, meaningful opportunities for pu-

pils to encounter the world of work.

Careers PSHE Resources:

X:\PSHE NEW\Year 7\Half term 3

X:\PSHE NEW\Year 8\Half term 1

X:\PSHE NEW\Year 9\Half term 2

X:\PSHE NEW\Year 10\Half term 6

X:\PSHE NEW\Year 11\Half term 2

Careers strategy: making the most of every-

one’s skills and talents: December 2017 https://assets.publishing.service.gov.uk/government/

uploads/system/uploads/attachment_data/file/664319/Careers_strategy.pdf

Compass Audit & Evaluation compass.careersandenterprise.co.uk

Year 7: The overall objection of the Year 7 Careers PSHE is to introduce Careers to students and to raise aspira-

tions. This programme works as an introduction leading up to their Careers Day in HT3 where they will also attend

their Unifrog Launch. Students will be provided with a workbook for the scheme of work. During each lesson stu-

dents should be assessed with a short question and answer session led by the PSHE Teacher. Class teachers and

students will be asked for feedback to enable review of the programme.

Year 8: The overall objection of the Year 8 Careers PSHE is to build on the introduction to Careers given last

year. Students will revisit the idea of ‘Careers exploration’ and Unifrog. The scheme of work gives students the

opportunity to explore how skills relate to different jobs and to identify key skills relating to enterprise. Students

will also be given time to log into Unifrog again. Students will be provided with a workbook for the scheme of

work. During each lesson students should be assessed with a short question and answer session led by the PSHE

Teacher. Class teachers and students will be asked for feedback to enable review of the programme. Class teach-

ers and students will be asked for feedback to enable review of the programme.

Year 9: The overall objection of the Year 9 Careers PSHE is to prepare students for their IAG meetings and op-

tion choices. The scheme of work gives students the opportunity to gain knowledge about Post 16 pathways and

understanding of a career journey and the choices they need to consider. They also revisit topics from last year by

looking at more key skills relating to enterprise. Students will also be given time to log into Unifrog again. They also

use the goal setting skills developed to create a plan. Students will be provided with a workbook for the scheme of

work. During each lesson students should be assessed with a short question and answer session led by the PSHE

Teacher. Class teachers and students will be asked for feedback to enable review of the programme.

Year 10: The overall objection of the Year 10 Careers PSHE is to prepare students for the events that are held at

the end of the unit. These events are designed to support students with their transition into the world of work and

Post 16 choices. The scheme of work gives students the opportunity to gain information about applications and to

develop resources for this. Students will also be given time to log into Unifrog again. Students will be provided with

a workbook for the scheme of work. During each lesson students should be assessed with a short question and

answer session led by the PSHE Teacher. Class teachers and students will be asked for feedback to enable review

of the programme.

Year 11: The overall objection of the Year 11 Careers PSHE is to prepare students their Post 16 choices. The

scheme of work gives students the recap on the resources they need for making applications and to identify the

opportunities beyond year 11, to prepare them for the transition to Post 16 and to understand what is expected

of them in the workplace. Students revisit topics including apprenticeships and CV’s. These lessons happen along-

side the CIAG interviews. Students will be provided with a workbook for the scheme of work. During each lesson

students should be assessed with a short question and answer session led by the PSHE Teacher. Class teachers and

students will be asked for feedback to enable review of the programme.

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