Careers Information, Advice and Guidance Policy - September 2019 Date of Next Review: September 2021 - cncs.co.uk
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September 2019
Careers Information,
Date of Next Review:
Advice and Guidance
September 2021
Policy1
CAREERS INFORMATION, ADVICE AND GUIDANCE POLICY
SEPTEMBER 2019
“We are all one in Christ, our mission and our responsibility is to recognise all individuals in our
community as part of the body of Christ and to value them accordingly in our treatment of them,
thriving and progressing in a spirit of togetherness” (1 Cor. 12:29)
Rationale
The world of work and employment is changing rapidly. Young people face a bewildering range of
career opportunities and an equally confusing amount of careers information. Given this
environment, it is vital that our students have access to accurate, impartial and objective advice and
guidance to inform choices about their future. The school must be able to help all individual
students, irrespective of ability, to make informed decisions at all stages of their experience and
development.
Cardinal Newman Catholic School and Newman College takes the view that IAG (Information, Advice
and Guidance) must:
• Empower young people to plan and manage their futures
• Respond to the needs of the learner
• Provide comprehensive information and advice
• Raise aspirations
• Actively promote equality of opportunity and challenges of stereotypes
• Help young people progress
Definitions
A career is a ‘course or progress through life, preparing for the next stage and advancing oneself’.
Careers education, advice and guidance at Cardinal Newman Catholic School and Newman College
are seen as ‘whole school’ approaches and are key aspects of all students’ learning.
Aims and Objectives
Effective IAG will provide opportunities for students to:
• investigate and implement career/post-school opportunities
• develop the skills, knowledge and attitude to make well-informed, realistic decisions
• be able to plan their future choices
• understand how educational achievements are linked to maximising their potential future
choices
Implementation
In order for the aims of IAG to be implemented, the school will ensure that students will:
• Gain an understanding of the world of work and will understand their entitlement to
continued learning.
• Have the opportunity for individual, impartial careers guidance interviews with the Careers
Adviser, year leaders and SLT at key decision points.
• Know and understand how to access sources of career/post-school information and decision
making support.
• Use action planning, recording of achievement and progress. All students from Year 11 are
entitled to access individual information, advice and guidance from Amanda Carroll and the
Brighton and Hove Careers Service. Year 10 students with Special Educational Needs (SEN),
Careers Information, Advice and Guidance Policy2
those classified as ‘at risk’ and or potentially NEET (Not in Employment, Education or
Training) will have early access to college taster days and work placements.
IAG will also be delivered by former students, community mentors and form tutors/year leaders,
who will support individual students with their planning and decision-making. Identified students will
also be offered individual information, advice and guidance at key transition points. These students
are:
• All students with a statement of educational need (from Year 10 onwards)
• Students on an alternative or work related learning curriculum
Parents/carers will be kept fully informed and can access information through Firefly to support their
child/children in making career and educational choices. Support is also offered through resources
on the school website, access to the Careers Leader, Careers Adviser, SLT at parents’ evenings, Year
9/Year 11 option evenings and open days.
Resources and Guidelines
The Careers Programme, based on the national framework, is incorporated into the curriculum as
part of the Personal, Social, Health and Economic Education course and the Tutorial Programme for
all Key Stages 3, 4 and 5. This is complemented by a range of organised IAG in-house-events such
as a careers focus at the GCSE Options Evening, Sixth Form Open Evening, Year 12
Destinations/Information Evening and the Year 13 UCAS/Apprenticeship and Student Finance talks.
All of these provide further opportunities for students to learn about future pathways and
possibilities, routes open to them and how to access them successfully.
There are established Careers sections in both the main school library and the Newman College
library. Students are encouraged to research the type of careers they aspire to and the
qualifications needed using the libraries and online resources such as U-Explore, KUDOS and
UNIFROG. Within Newman College there is a post-16 careers noticeboard which is updated regularly
as well as information posted and hosted on Firefly.
Years 10 and 11 students are encouraged to join the Duke of Edinburgh Award Scheme and Sports
Leadership Programme. Years 12 and 13 students are encouraged to participate in the National
Citizens Service (NCS) to enable them to develop their employability skills, self-confidence and
social enterprise skills. We host assemblies to introduce students to this. Many department subject
areas organise trips/workshops for students in Years 7-13 that provide an insight into careers within
that subject and allow students to work with professionals. In Years 10-13 these trips also target
specific careers events e.g. The Big Futures.
From September 2018 the school will be using the Gatsby Benchmarks to develop and ensure best
practice in career provision, with the aim of meeting the Benchmarks in full by December 2020.
The Gatsby Benchmarks are as follows:
1. A stable careers programme
2. Learning from career and labour market information
3. Addressing the needs of each student
4. Linking curriculum learning to careers
5. Encounters with employers and employees
Careers Information, Advice and Guidance Policy3
6. Experiences of workplaces
7. Encounters with Further and Higher education
8. Personal guidance
All students are entitled to a range of opportunities that build on the eight Gatsby benchmarks as
they progress through Years 7-11, increasing in intensity as they progress towards the key decision-
making points when choosing GCSE subjects in Year 9 and making choices about further and higher
education in Year 11.
Delivery, Monitoring and Evaluation
It is monitored and evaluated by the Careers Leader [Mr. P. Shears] through regular meetings of the
pastoral teams, monitoring of lessons by the Senior Leadership Team, staff/student evaluation
forms, and student learning outcomes which are reviewed after every lesson. Regular meetings with
the Careers Adviser and the citywide 14-19 partnership group provide additional structure and
support. The Careers Leader is responsible for overseeing the role of the Careers Adviser and that
element of the job description of the PHSEE Co-ordinator.
The Careers Adviser for the school and the PHSEE Co-ordinator are responsible for providing the
teaching/learning materials for careers education, training of teachers and liaising with IAG partners.
All staff contribute to the careers information and guidance through their roles as form tutors and
subject teachers. Specialist sessions are delivered by outside speakers, trained staff or partnership
agencies. The Headteacher has the overall responsibility for the provision of careers education, with
the day to day running of provision managed by the Careers Leader and PHSEE Co-ordinator.
Aspects of the programme lend themselves to a whole school approach, which is identified and
implemented not only in the personal development curriculum but also in Learning Support, WRL
and work experience. All Year 10 students have the opportunity to participate in a four day Careers
convention. Year 12 students also have the offer of a week-long placement in the school holidays,
often with a subject focus. Vocational courses have placements as part of their study programme.
All Year 10 students will have the opportunity to receive a mock interview to ensure that they are
confident about application procedures for employment and further and higher education. Students
are encouraged to participate in initiatives such as Young Enterprise, university open days, and
higher education fairs.
A Careers library of occupational information is available to students throughout the school day in
the main school library, the Careers Office and Newman College library. There are networked
computer facilities and careers software. The Careers Adviser, Senior Assistant Headteacher and
Assistant Headteacher (Director of Sixth Form) work closely with the Local Authority’s Careers
Service, local FE colleges, parents/carers and other partners to explore opportunities for all
students. Personal interviews for students will be arranged with the school’s Career Adviser using
screening and online careers information procedures to identify their personal needs at key
transition times. Sixth Form careers work is incorporated into the Core programme and students
have access to a specialist Careers Adviser. Seminars and workshops for A Level students both
locally and in London are attended regularly. Representatives of Compact Universities (University of
Sussex and University of Brighton) assist in preparation for Degree entry. Links are forged with
external agencies such as FE colleges, places of higher education and UCAS as well as with
employers and apprenticeship providers.
Evaluation has a crucial role to play in ensuring that the students’ needs are being met and in
determining the extent to which the IAG programme is meeting its declared aims and outcomes.
Evaluation of the IAG programme is an on-going and cyclical process and all aspects are regularly
Careers Information, Advice and Guidance Policy4
reviewed and monitored to inform future policy planning. The school evaluates against statutory
guidance and also includes the views of employers, training providers, governors, students and
parents/carers. Their views are elicited via discussions, surveys and questionnaires.
The IAG provision is reviewed annually with the school’s Senior Leadership Team.
Responsibilities
Headteacher: To ensure that the school is compliant with legislation and to enable an
annual evaluation of Careers within the school.
Deputy Headteachers i/c Teaching and Learning and Curriculum: To ensure that the
school fulfils its legal obligation in the provision of the 11-19 Curriculum.
Careers Leader and PHSEE Co-ordinator: to ensure that the school maintains its high
level of IAG provision for all students at all times.
Conclusion
Information, advice and guidance are elements in the school curriculum especially concerned with
living and working in the adult world. It is important that all young people have the opportunity to
participate, are provided with accurate information and receive individual guidance where necessary.
This policy ensures that all students will have the opportunity to develop the skills necessary to
make an effective transition from school to adult and working life.
APPENDIX 1- CAREERS CURRICULUM GUIDE
PSHEE Careers, Information and Guidance Curriculum Map
Year 7 - Theme for the Year: ‘Belonging and Working Together’
Year 7 Areas of Careers Work
During Year 7, students are encouraged to build their own sense of identity, including self-esteem
and self-confidence, rights and responsibilities, and making their own decisions so that they make
the most of their abilities.
Students will study democratic participation and how decisions are made. They examine the role of
student councils and identify the qualities that are important in a student council representative. By
participating in the election process they will be able to describe and present their personal
strengths, interests, choices and aspirations. They will reflect on, express and explain views that
are not their own. This will enable them to reflect on the process of participation. By examining
human rights they will begin to understand their own rights and responsibilities within society,
developing a sense of justice and respect for all groups in society. During this term they also begin
to understand the importance of teamwork skills.
Students then go on to start the planning and management of their own future. They will begin to
recognise how personal, educational and social circumstances can influence their plans about
careers, learning and work. They study what the labour market is and reflect on how individuals can
be affected by the changing supply and demand for labour. They will begin to recognise the value of
different forms of work, including self-employment, to individuals and society.
Year 7 Skills Development
Year 7 discuss issues of concern; seeking resolution where needed so they can identify
improvements that would benefit others as well as themselves. They develop the ability to show
fairness and consideration to others and to take responsibility, showing confidence in themselves
and their contribution. They express their emotions clearly and openly to others and in ways
Careers Information, Advice and Guidance Policy5
appropriate to situations. Students will invite feedback and deal positively with praise, setbacks and
criticism. They will be encouraged to: assess themselves and others; identify opportunities and
achievements; ask for help at school and home; and will ask questions to extend their thinking,
generate ideas and explore possibilities.
Year 8 - Theme for the Year: ‘Self and Society our place in the Wider World’
Year 8 Areas of Careers Work
Students in Year 8 continue to develop their sense of identity, including self-esteem and self-
confidence, developing their responsibility to make the most of their abilities. They will look at
young peoples’ rights and responsibilities in different communities and will begin to identify the role
of a citizen. Students will be encouraged to look at the opportunities there are to contribute to a
community, preparing them to be an active citizen in their community.
As part of their Careers Programme, Year 8 start to relate their own abilities, attributes and
achievements to career intentions, and make informed choices based on an understanding of
available options. They begin to develop awareness of the extent and diversity of opportunities in
study and work, learning about working towards goals, being persistent, resilient and optimistic.
They focus on when to set themselves goals and work out strategies to achieve these, taking into
account any difficulties that may arise. Students begin to understand the qualities, attitudes and
skills needed for employability; recognising that work is more than paid employment by examining a
different range of jobs.
Year 8 continue to develop their skills in target-setting, looking at long-term and not just short-term
benefits. They plan to develop areas of learning that they find difficult and identify obstacles that
might stop them reaching their goal. They will identify what to change in terms of their learning or
behaviours in order to meet a long term goal. They increase their abilities to evaluate their
strengths and limitations, setting themselves realistic goals with criteria for success. Students learn
to monitor their own performance and progress, inviting feedback from others and making changes
to further their learning. Year 8 will be introduced to the software programme ‘KUDOS’ which will
support them in making important decisions about future careers, subjects, courses and training.
Students continue to explore sources of information and ideas about work and enterprise, and
examine the concept of ‘what is a business?’ They will look at different types of businesses and how
they are organised and manage their finances. By focusing on their own personal spending they will
begin to understand and develop greater independence in making decisions. During this term they
also have the opportunity to continue to build their own sense of identity, including self-esteem and
self-confidence, and to develop the ability to deal positively with the strength of feeling caused by
changing relationships. Year 8 will be encouraged to communicate confidently with peers and
adults.
Year 8 Skills Development
Year 8 will develop skills in: asking questions to extend their thinking; generating ideas and
exploring possibilities; exploring issues, events or problems from different perspectives; working
towards goals; showing initiative, commitment and perseverance; and assessing themselves and
others, thus identifying opportunities and achievements. They will also learn to organise and
prioritise their time and resources. Students will be encouraged to seek out challenges or new
responsibilities and show flexibility when priorities change. They will learn to connect their own and
others’ ideas and experiences in inventive ways. Students will also understand how their feelings
can have a significant impact both on other people and themselves. Importantly they will know the
significance of finding and asking for appropriate help.
Careers Information, Advice and Guidance Policy6
Year 9 – Theme for the Year: ‘Responsible Citizens – Making a Positive Contribution’
Year 9 Areas of Careers Work
Year 9 students will reflect on the self-development work carried out in the previous two years,
particularly self-worth. They will focus on what is meant by ‘citizenship’. The work of community
based, national and international voluntary groups will be examined, preparing students to be active
citizens in their communities, playing a full part in the life of the school and wider community.
Students in Year 9 will focus on the areas of capability and careers. They will develop their
knowledge and understanding of organising their learning and study time at school and at home,
and knowing where to get impartial information, advice, guidance and help. They will develop a
positive and realistic attitude in future career planning. By developing a greater independence in
making decisions they will be encouraged to look at how personal interests and activities can link
with job choice. Students are encouraged to be aspirational and explore options. The curriculum
will encourage them to identify their personal strengths, academic talents and extra-curricular
interests in relation to the world of work. They will continue to study the variety of opportunities
and job skills available and this will lead them to reflect on the range of curriculum options available
at the end of Key Stage 3.
They will examine the changing nature of work patterns over time and the external influences that
affect the local community and their personal choices. They will understand how to appreciate their
own sense of identity and the value and usefulness of a variety of views, valuing their own
achievements and those of others. They will learn how to give and receive constructive feedback
and praise.
Students extend their knowledge and understanding of different sources of information and ideas
about work and enterprise. They continue to develop a positive and realistic attitude in future
career planning. The importance of describing and presenting their personal strengths, interests,
choices and aspirations increases throughout the term as well as their understanding of the range of
options available at end of Key Stage 3. Through this development, supported by the Year 9
Options Evening and 1-2-1 interviews, each student will make an effective choice of subjects at the
end of Key Stage 3 and plan realistic and aspirational targets for Key Stage 4.
Students’ will continue to extend their knowledge about a range of career options. Through this
knowledge they have a positive and realistic attitude towards future career planning as well as
responding positively to opportunities for new experiences.
Throughout Year 9 some First Generation Academic students will have the opportunity to engage
with local university providers and undertake campus tours.
Year 9 Skills Development
Year 9 will continue to develop a range of strategies for managing their feelings so they do not lead
them to behave in ways that would have negative consequences for them or for other people. They
will suggest alternatives to something they don’t want to do and they will begin to recognise
misrepresentation so they can recognise reliable sources of information. Students continue to
develop the ability to invite feedback and deal positively with praise, setbacks and criticism. They
will also assess themselves and others, identifying opportunities and achievements. They will set
goals with success criteria for their development and work. They will review their progress, act on
the outcomes, identify questions to answer and problems to resolve, plan and carry out research,
and appreciate the consequences of decisions. They will evaluate their experiences and learning to
inform future progress.
Careers Information, Advice and Guidance Policy7
Year 10 - Theme for the Year: ‘Looking In – Looking Out – Looking Forward’
Year 10 Areas of Careers Work
Year 10 continue to develop their own sense of identity, focusing on self-image and self-esteem.
They will identify the statutory rights of workers in the UK, reflect on how the workplace has
changed in recent years and the effect this has had on workers.
At the beginning of Key Stage 4, Year 10 students will continue to develop their personal study
skills, organising their learning and study time at school and at home and identifying where to get
information and help. They will continue to develop a positive and realistic attitude in future career
planning. Students are encouraged to identify, select and use a range of information sources to
research, clarify and review options and choices in careers relevant to their needs. They investigate
the main trends in employment and relate these to their career plans. From this work students are
encouraged to reflect on and to assess their needs, interests, values, skills, abilities and attitudes in
relation work.
As part of their work connected to economic understanding, Year 10 examine personal finances,
financial terms and products, and financial risk and reward. By developing as critical consumers of
goods and services, students begin to identify how finance will play an important part in their lives
and in achieving their aspirations.
Students in Year 10 focus on the different types of work that people undertake, how the nature of
the workplace has changed in recent years and the effects this has had on workers. Students will
identify, select and use a range of information sources to research, clarify and review options and
choices in careers relevant to their needs. They will investigate the main trends in employment and
relate these to their career plans. They will reflect on how economic global recession and political
situations affect their chances of finding work. Students will look at working practices and
environments, the way business enterprises operate, working conditions, and rights and
responsibilities in the workplace, with particular reference to sexual bullying. They will develop the
ability to challenge negative influences and pressures by being assertive but not aggressive in
pressurised situations. They will also be able to identify and use appropriate services or support
both locally and nationally using the internet. Year 10 have the opportunity to meet employers,
trainers and apprentices as well as further and higher education colleges, trying some of the courses
they provide during an enrichment week.
In Year 10 we begin the aspirational Oxbridge and Russell Group Plus programme which involves
students attending bespoke workshops provided by our link colleges (Churchill College, Cambridge
and St. John’s College, Oxford), local university providers, IntoUniversity, and attending campus
visits.
Year 10 Skills Development
Year 10 will be able to set goals with success criteria for their development and work, reviewing
their progress and acting on the outcomes. By evaluating their experiences they learn to inform
future progress and will recognise the different choices they may make when something becomes
too risky. They will also begin to anticipate, take and manage risks. Students will learn to manage
situations that become risky by making appropriate choices for themselves, and they will challenge
negative influences and pressures. They will challenge misrepresentation with others and will
respond positively to change, seeking advice and support when needed.
Careers Information, Advice and Guidance Policy8
Year 11 - Theme for the Year: ‘The Final Countdown’
Year 11 Areas of Careers Work
Students will continue to focus on their own strengths and weaknesses, and how these attributes
might impact on their own career aspirations. They will develop personal career-based targets and
will develop some understanding of the importance of action planning and self-review. They will
learn about categories of work available in the local area and the jobs and skills associated with at
least one of those categories. They look at opportunities beyond the local area, investigate current
local and regional vacancies, and research local learning and training opportunities.
Students in Year 11 focus on careers work and start by examining their contributions, hopes and
dreams. Year 11 will continue to recognise some of their own strengths and weaknesses, how these
attributes might impact on their career aspirations, and develop personal career based targets by
completing a Life/Work Survey. They will start to complete basic application forms for a job or
course, identifying the positive contributions they have made to their community. In their
applications for work, training or college they will learn how to find out about applying for work or
learning opportunities. They will also continue to develop personal career based targets.
Each student will have access to both the Newman College Open Evening and Sixth Form Taster Day
as well as be interviewed by a member of the Senior Leadership and Newman College Leadership
Team. Students are encouraged to research all their options and to explore other local 16-19
providers as well as apprenticeship opportunities. Each Year 11 student has an interview with the
independent Careers Adviser, Amanda Carroll.
Year 11 Skills Development
Year 11 will evaluate their experiences and learning to inform future progress as well as responding
positively to change, seeking advice and support when needed. They will also anticipate, take and
manage risks, and support their conclusions using reasoned arguments and evidence. They will
demonstrate how they can deal with competing pressures, including personal and work-related
demands.
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