South Devon UTC Careers Plan 2019/20
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South Devon UTC Careers Plan 2019/20 Jemima M, Degree Level Apprentice, Wales and West T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docx
Contents
The Context ......................................................................................................................................... 3
Employer engagement in the education system ............................................................................ 4
Curriculum Intent ................................................................................................................................ 5
Labour Market Information ................................................................................................................ 7
CAIG Calendar 2019/20 ................................................................................................................... 9
Destination Data – 2019 ............................................................................................................... 10
Destination Data 2019 Leavers ..................................................................................................... 10
Destinations: 2018 Leavers .......................................................................................................... 12
Gatsby Benchmark ............................................................................................................................ 13
Good career guidance is critical if young people are to raise their aspirations and capitalise on the
opportunities available to them. In 2013 we commissioned Sir John Holman to research what
pragmatic actions could improve career guidance in England and subsequently he developed the
Good Career Guidance Benchmarks. ................................................................................................ 13
Employer Engagement Officer - Impact............................................................................................ 14
Employer Partner Interactions.......................................................................................................... 16
Royal Navy Affiliation .................................................................................................................... 16
Resources .......................................................................................................................................... 18
Careers and Enterprise Company ................................................................................................. 18
Local Enterprise Partnership – Heart of the South West .............................................................. 18
Unifrog Career Pilot ...................................................................................................................... 18
Key Stage 5: https://www.envision.org.uk/get-involved ............................................................ 18
Post 16 Learner Programme ............................................................................................................. 19
Academic and Technical Development ............................................................................................. 19
Technical Baccalaureate ................................................................................................................... 19
Appendix........................................................................................................................................... 19
Appendix 1: Business Breakfast – 7th November .......................................................................... 19
Appendix 2: Heart of the South West Economic Growth Data .................................................... 20
Appendix 3: South Devon UTC Employer Contacts....................................................................... 21
Appendix 4: Careers Development Plan: Actions towards eight Gatsby benchmarks of Good
Career Guidance............................................................................................................................ 24
References ........................................................................................................................................ 26
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docx
The Context
The UK engineering sector is at the heart of UK industry. Engineering organisations generate more
than £420 billion of UK Gross Value Added, and engineers make up 19% of the UK workforce. These
professionals have the skills, insights and ingenuity to help propel business forward. Yet engineering
in the UK is in a precarious position. There is an estimated annual shortfall of 59,000 new
engineering graduates and technicians, a deficit which only continues to get worse. Our in-depth
research and strong connections with industry confirm the challenge, but also shed light on ways
that we can all work together to avert the looming engineering crisis.
The government is introducing T Levels in 2020, a technical alternative to A levels. These will include
a 45-day industry placement, providing students with an opportunity to develop their technical skills
in a role directly relevant to their vocational course. T Levels may alleviate some of the downward
pressure, though industry
and government alike must
be far better prepared and
informed.
Employment within
engineering and technology
is growing, with almost one
in three employers (31%)
saying they have expanded
their engineering and
technology workforce over
Harry D, Degree Level Apprentice, Cyclerval, Exeter.
the last three years.
However, recruiting engineering and technical staff with the right skills is the largest anticipated
obstacle that businesses face in achieving objectives over the next three years (60%). This is a
serious and ongoing issue that has featured strongly in previous surveys. Nearly half of the
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docx
companies surveyed (48%) report difficulties in respect of the skills available in the external labour
market when trying to recruit, up from two years ago (46%).
• The supply or quality of young people entering the industry is also a key concern, as is their
lack of workplace skills.
• Larger companies are more likely to have problems recruiting professional level staff,
whereas smaller companies report shortages at a technician or skilled craft level.
• Marginally fewer companies now have internal skills gaps or
limitations in their workforce when compared with two years ago.
However, those companies with internal skills gaps have seen them widen
across the board, from apprentices and trainees through to fully qualified
professionals.
• Companies have made some effort to broaden diversity, but more
still needs to be done. The proportion of women within the engineering
and technical workforce hasn’t changed since our 2017 survey, remaining
at 11%. Just over one in 10 businesses (12%) are taking or have taken any
action to increase the diversity of their engineering, IT and technical
workforces in terms of ethnicity, LGBT+ status and disability.
Employer engagement in the education system
As well as contributing towards the development of people already working within industry,
companies can also positively influence skills by using initiatives designed to encourage young
people to pursue engineering careers. Although these methods are less direct and have a longer
incubation period when compared with training employees, they can have a sustained impact.
Examples include
• the provision of work experience opportunities for school, Further or Higher Education
students,
• attendance at careers events and
• supporting STEM (science, technology, engineering and mathematics) initiatives.
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docx
Curriculum Intent
The success stories of our college leavers since we first opened our doors to young Engineers and
Scientists in September 2015 are further vindication of the decision taken by our pioneering partners
to establish a college that takes a radical new approach to educating teenagers. Inside these doors,
we place a greater emphasis on vocational training in engineering and science and a focus on
preparation for the workplace.
Our excellent team of teachers, students and employer partner organisations have worked so well
together to develop young people who are not only well-rounded as potential employees but can
also perform to a high standard on an academic level. Many of these students will now go on to
develop their skills even further, giving local employers the confidence that young people with the
right skill sets are available on their doorstep.
This year there is much to celebrate with 71% of post 16 Engineering students achieving at least one
distinction star, with over two thirds of those achieving either two or three distinction stars, the
highest grade in these qualifications. 100% of Scientists achieved a at least 1 Distinction* in their
BTEC Applied Science with 80% of these achieving the highest qualification of triple Distinction*.
All graduates of the UTC this year have achieved the grades or higher to go on to their appropriate
destinations. These include degree-level apprenticeships with Cyclerval, Wales and West and MJS
Architects. A number of other students have secured further apprenticeships with South West
Water, MB Aerospace, Centrax, the Royal
Navy and the Environment Agency. Some
students are progressing on to study
various degree courses at Exeter
University, University of Plymouth,
University of West of England and Cardiff
University.
This remarkable group of students
contributed so much to school life and
Luke D, fast-tracked through Centrax Apprenticeship Programme with
family
should be extremely proud of the hard
work which led to these results. We’ve
seen motivation, dedication and passion from our students this year, all striving to achieve good
results in science, technology, engineering and mathematics subjects. We’ve celebrated many
successes and initiatives throughout the academic year including the launch of our award-winning
Eco Ambassador Group, an excellent result in the Royal Navy Field Gun Challenge, and the launch of
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docx
our Mental Health Ambassador group. I am also delighted that our team of teachers, students and
employer partner organisations worked so well together to develop young people who are not only
well-rounded as potential employees but can also perform to a high standard on an academic level. I
wish our leavers all the best in their future adventures.
South Devon UTC is proud to celebrate our outstanding connection with local organisations and
Exeter University. Indeed our work to connect with employers was acknowledged as an area of
excellence by OFTSTED in 2018, “… as a result of the school’s extensive business links, all students
found places in education, employment or training when they left”, OFSTED Report 2018.
Employers are keen to engage with our students and are connecting in a range of contexts to ensure
that our learners have the added
value of inspirational and
motivating experiences of
industry and the world of work.
Our unique relationship with
over 80 local employers
(Appendix 3: Employer Contacts)
has been developed initially
through the work of the
“Employer Engagement Officer”
and continues to grow through
the “Connected Employers”
Cam S demonstrates skills on the lathe to employer, Hy-Pro at the Business
Breakfast.. strategy for 2019/20.
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docx
Labour Market Information Teignbridge District Council and our connected district councils will forecast the growth of the economy within the specialisms and industry sectors that are relevant to the local area. TDC publish data relating to growth and their statement further supports the intended impact of the UTC model in providing a future workforce that befits the demands of the local area “Teignbridge encourages sustainable economic growth whilst maintaining its beautiful surroundings. An action which, as a council, we are proud of, and one which we vow to continue. From small, individual traders to large multi-national companies, the district is home to businesses which generate high skilled jobs and allow our unique local economy to flourish. We pride ourselves on having a strong manufacturing presence in the district, particularly in engineering. With new housing developments, business space and infrastructure projects in the pipeline, there is no better time to invest in Teignbridge.” Comparing Teignbridge regional data employment by occupation to the nationwide picture, there is a significant focus on the technical with 18.6% employed in this area in comparison to 15% nationally. In addition, employment in the mining and quarrying, manufacturing and construction is considerable and indicates greater opportunities for our students as they become competent in the technical skills required for the region. T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docx
Students and parents can track the local labour market by browsing the Careers Library (login through Unifrog) where employment opportunities are included in the summary of local job opportunities. Local employers regularly engage in our “Business Breakfast (see Appendix 1: Business Breakfast 7.11.19) highlighting their requirements for the future work-force and plans to fill the skills-gap to support economic growth. T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docx
CAIG Calendar 2019/20
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docx
Destination Data – 2019
There is much to celebrate with 71% of Engineering students achieving at least one distinction star, with over two
thirds of those achieving either two or three distinction stars, the highest grade in these qualifications. 100% of
Scientists achieved a at least 1 Disctinction* in their BTEC Applied Science with 80% of these achieving the highest
qualification of triple Disctinction*.
Notable successes were Danny Surgeon and Alfie Toler who not only passed with triple Distinction*’s in Engineering
but also gained a Level 3 qualification in Maths studies. Outstanding results for Shaun Adams, and Willow Peak
whose strengths in Engineering, Maths and Physics have enabled them to gain exceptional grades in their Level 3
studies. Science students Dylan Bayliss, Ed Clarke and Harry Gray also gained the highest grades (triple
Distinction*) in Level 3 BTEC Applied Science
All graduates of the UTC this year have achieved the grades or higher to go on to their appropriate destinations.
These include degree-level apprenticeships with Cyclerval, Wales and West and MJS Architects. A number of other
students have secured further apprenticeships with South West Water, MB Aerospace, Centrax, the Royal Navy and
the Environment Agency. Some students are progressing on to study various degree courses at Exeter University,
University of Plymouth, University of West of England and Cardiff University.
Destinations - 2019 Leavers
Further
Education
11%
Apprenticeship
21%
Employment
24%
Higher Education
26%
Military
18%
Destination Data 2019 Leavers
Plymouth University - Mechanical Engineering
Year 14 Applied Science
Advanced Level Apprenticeship (Environment Agency)
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxAdvanced Level Apprenticeship - Masons
Plymouth University - Computer Science
Open University - Law
Gap Year plans for Apptenticeship
Retail Outlet
Degree Level Apprenticeship
Royal Navy - Submariner
Exeter University - Law
Mathematics, Chemistry.
Quantity Surveying and Commercial management
Mathematics
Royal Navy - Engineer, Fast-tracked Accelerated Apprenticeship.
Royal navy - Engineer
Undergraduate Media and Film Studies
Retail - application for Advanced Level Apprenticeships underway.
Degree Level Apprenticeship, Wales and West
Gap Year - Management Trainee Tesco
Year Out for Apprenticeship in Engineering
Web Design and IT - Level 3 BTEC, Exeter College
Plymouth University
RAF - passed assessment considering focus.
University of West of England - Aeronautics
Gap Year leading to Film Studies
Automotive Apprenticeship
Applying for international flight training.
Outdoor Activity Instructor
South West Water Advanced Level Apprenticeship confirmed.
Cardiff University - Mathematics
Architecture - MJS Architects - Degree-level apprenticeship.
BTEC Applied Science
Working through assessment processes to join the Royal Navy
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxFinal stages of the Accelerated Apprenticeship with the Royal Navy
Gap Year working towards Undergraduate study in Physics
CAD Specialist apprenticeship application in progress.
Plymouth University - Mechanical Engineering
Applying for Rail Engineering Apprenticeships.
Destinations: 2018 Leavers
Apprenticeship (applications underway) - employment with Earthworks confirmed from September.
MB Aerospace (Advanced Level Apprenticeship)
Higher Level Apprenticeship - Devon County Council (Ivybridge district)
Deep Blue Sound Music College - Production Level 3 Music Technology
Civil Engineering - Plymouth University
Royal Navy Engineer – Accelerated Apprenticeship
Advanced Level Apprenticeship - Centrax
Higher Apprenticeship – South West Water
Redrow Advanced Level Apprentice in Engineering Design
Civil Engineering Degree Level Apprenticeship (Hinkley Point)
Higher Level Apprenticeship - Devon County Council (Kinsteignton district)
University - Quantity Surveyor - deferred entry to 2019.
Advanced Level Apprentice - CNC Manufacture, Leignton, Heathfield
Sports Fisheries and Aquaculture, Sparsholt University
Civil Engineering (University of Exeter - deferred entry to 2019)
Plymouth University International relations with Politics (firm)
Advanced Level Apprenticeship - SWW.
Royal Naval Apprenticeship - Engineer
Health and Social Care (Level 3 SDC) leading to university in 2019.
Higher Level Apprenticeship in Civil Engineering with Devon Council Council (bridge)
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxGatsby Benchmark
Good career guidance is critical if young people are to raise their aspirations and capitalise on the opportunities
available to them. In 2013 we commissioned Sir John Holman to research what pragmatic actions could improve
career guidance in England and subsequently he developed the Good Career Guidance Benchmarks.
Every young person needs high-quality career guidance to make informed decisions about their future. Good career
guidance is a necessity for delivering technical education reforms and is a vehicle for social justice: those young
people without social capital or home support suffer most from poor career guidance. Yet, despite its importance,
career guidance in English schools has often been criticised for being inadequate and patchy.
Gatsby Benchmark – Progress towards the “Gold Standard” of high- %
quality career guidance. Achieved % Achieved May
Dec 2019 2019 Progress
Every school and college should have an embedded
programme of career education and guidance that is
known and understood by pupils, teachers, governors and
1 employers. 77 100 -23
Every learner, and their parents, should have access to
good quality information about future study options and
labour market opportunities. They will need the support
of an informed adviser to make best use of available
2 information. 60 100 -40
Advice and support should be tailored to the needs of
each learner. Keeping good records of learners and their
3 destinations after school will help. 100 100 0
Careers and enterprise education should be part of and
included in a learner's standard lessons, linking curriculum
4 to real-world career paths. 91 87 4
All learners should have encounters with employers and
employees that result in a better understanding of the
5 workplace and the potential career paths open to them. 88 100 -12
It's important for learners to experience the workplace
environment to understand the context in which they
6 could one day be working. 75 87 -12
Careers provision should cover further and higher
education as well as potential professions. Learners
should have encounters with these organisations whilst at
7 school. 66 91 -25
Every learner should have opportunities for guidance
interviews with a career
adviser, who could be internal or external, provided they
are trained to an
8 appropriate level. 40 37 3
Appendix 4: Actions towards 100% Gatsby Benchmark provision – 15/01/2020
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxEmployer Engagement Officer - Impact
In October 2019, Katie Schneider was appointed as the administration support for developing our Employer
Engagement. Her work to strengthen
relationships with employers has provided
students with further exposure to local
industry and has given rise to a number of new
partnerships that will enable students to
experience meaningful and valuable
connections with industry. Events such as the
business breakfast (Appendix 1 – Business
Breakfast 07/11/2019) illustrate the impact of
her work in establishing and strengthening
relations with industry.
Employer Engagement Officer with Engineer of the Term, Harry T
Unifrog “Intentions” are completed by students
in year 10 to 13 and give an indication of the aspirations of students and their area of interest. A report of this
gives Katie a starting point for making connections with employers for work experience and other interactions such
as mentoring, 1:1 support and curriculum connections.
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxSouth Devon UTC
Employer Engagement 2019_20
National
Recruitment Connected Employers Initiatives
Event Start Date
Results Day 2019 15/08/2019
New Student Induction Day 03/09/2019
International Day of Democracy (sunday) 09/09/2019
International Day of Peace 20/09/2019
Environment Day 2019 - Environment Agency 26/09/2019
National Poetry Day 04/10/2019
World Space Week 07/10/2019
Open Event 1: World Space Week 08/10/2019
Re-Start A Heart Day 16/10/2019
Business Breakfast 07/11/2019
Wear BLUE DAY for Anti-bullying 08/11/2019
Open Event 2: STEM Careers 28/11/2019
CAKES 4 COMMANDOS! 28/11/2019
International Aviation Day 06/12/2019
Christmas Jumper Day 13/12/2019
Celebration Awards Ceremony (GCSE/A Level Certificates) 07/01/2020
Open Event 3: Women and Girls in Science Day 06/02/2020
Business Breakfast 04/02/2020
International Women and Girls in Science Day 11/02/2020
Open Event 4: World Engineering Day 2020 04/03/2020
Science Week 09/03/2020
Downs Syndrome Awareness Day 20/03/2020
World Water Day (Sunday) 23/03/2020
National Richter Scale Day (Saturday) 24/04/2020
National Volunteers Week 04/05/2020
Start Here: Go Anywhere - Destinations Information Evening 13/05/2020
Open Event 5: World Environment Day 05/06/2020
World Environment Day 05/06/2020
Year 13 Leavers BBQ 19/06/2020
Women in Engineering Day 23/06/2020
Junior Leaders Field Gun Challenge 28/06/2020
Business Breakfast 07/07/2020
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxEmployer Partner Interactions
Royal Navy Affiliation
The unique feature of the University Technical College is its mission in
enabling students to be business and employer ready through the
provision of a professional technical education. At South Devon UTC
we have an extensive programme of work placement and experience
provision through our partner industries and our growing business
network links, which has seen a steady increase in the number of
students transfer straight from learning to industry as a result of this
experience, gaining them degree course and apprenticeship
placements that enable them to continue to learn and develop in
their new careers.
With the curriculum, we have taken employer engagement further,
by engaging industry to support the direct delivery of the curriculum,
not just in the classroom, but also in the workplace. This is typified by our approach to the delivery of the BTec
Level 3 Diploma in Engineering, which students take in KS5, up to triple diploma (3 A-level equivalents), or in
combination with A Levels in Mathematics and/or Science.
The approach has been pioneered in partnership with the Royal Navy, starting with the delivery of the Fluid Power
(Pneumatics and Hydraulics) module of the BTec syllabus. The Royal Navy’s UTC/STEM outreach teams have
access to the Festo Pneumatic Simulators used in a variety of engagement tasks. This equipment has been used
with us in the workshop at the College to support the direct delivery of the syllabus. Over the course of a day,
students work in small groups with experienced Royal Navy and Royal Marines hydraulics-trained technicians. The
day starts with revision of health and safety, which students have completed as a previous assignment prior to
working on live pressurised equipment. Through a series of increasingly challenging design and build scenarios, the
students explore the full range of components and use their knowledge to produce working solutions to set tasks.
These are supported using the industry-standard ‘FluidSim’ design software; ensuring they use a project/design
approach to problem solution and delivery.
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxThe day culminates in the design and build of a
landing gear simulation for an aircraft. This requires
sequential operation of both doors and landing
gear, interlocked for safe, assured operation – i.e.
the landing gear should not be lowered until the
door is confirmed to be opened! This not only gives
the students a much better understanding and
subject knowledge, it also serves to complete
related objectives and assignments of the BTec
syllabus.
To build on this, the final assignment of the module is again delivered with Royal Navy support and facilitation; but
this time in the workplace. This assignment covers the maintenance, commissioning, testing and operation of fluid
power systems. To cover this, the students spend a day onboard a Warship in HM Naval Base Devonport,
maintaining and operating systems alongside skilled experienced technicians and system practitioners. This year
students spent the day onboard HMS BULWARK, working on her hydraulic magazine doors and side ramps.
Overall, 75% of this module is delivered directly with
industry support and engagement. With the industry
concerned, it is a symbiotic relationship: for us and the
student, it provides a much more realistic and engaging
subject, and makes the curriculum much more interesting
and enjoyable, as well as potentially opening up career
opportunities either in the sector or more specifically with
the Royal Navy. For the Royal Navy, it serves both as a
valuable recruiting tool, but also to keep in touch with
students who are interested in Naval careers. For all
students, it gives them realistic contact and engagement in a
business and work environment, and in this case, an
appreciation of the role of our Armed Forces as part of the
promotion of wider British Values. But perhaps, above all, it
makes the curriculum fun!
Tom Rutley is 1 of 18 apprentices on the R.N. Accelerated Apprenticeship programme. He has recently updated the
college on his progress through his training.
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxResources
Careers and Enterprise Company
Youth Social Action Toolkit Youth social action refers to activities that young people do to make a positive
difference to others or the environment. There are lots of ways in which young people can take practical action to
make a positive difference. It can take place in a range of contexts and can mean formal or informal activities.
These include volunteering, fundraising, campaigning and supporting peers. Teachers, employers, parents and
other members of the community can all support youth social action.
Resources:
https://www.gatsby.org.uk/education
SEND Gatsby Benchmark Toolkit
Local Enterprise Partnership – Heart of the South West
The Heart of the South West Careers Hub is one of 33 Careers Hubs in the UK, established in collaboration with The
Careers and Enterprise Company to help transform careers education for young people around the country. The
HotSW Careers Hub is delivered by the Heart of the South West (HotSW) LEP, and operates in the HotSW area of
Devon, Somerset, Plymouth and Torbay.
The HotSW Careers Hub currently comprises 60 local secondary schools, colleges and FE institutes working together
with employers, universities and career professionals to deliver the Gatsby Benchmarks and ensuring that careers
outcomes are improved for all young people.
The Government’s Careers Strategy has been promoted nationally to support schools in implementing better
career and enterprise provision for young people, but we need businesses, innovators and industry experts to work
with us and secondary schools, to help make this happen.
https://www.careersandenterprise.co.uk/give-an-hour
Unifrog
Career Pilot
Key Stage 5: https://www.envision.org.uk/get-involved
Youth Social Action Toolkit and Case Studies
schools-fail-to-find-work-experience-for-1-3-of-pupils/
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxPost 16 Learner Programme
Academic and Technical Development
The college 2019/20 offers A Levels in Biology, Chemistry, Physics and Maths with Applied General
qualifications: BTEC Level 3 Engineering Diploma, BTEC Engineering Level 3 Extended Diploma, BTEC
Level 3 Extended Diploma in Applied Science. Academic type qualifications the Extended Project
Qualification and Level 3 Certificate in Mathematical Studies are currently also an option.
Technical Baccalaureate
The TechBacc measure recognises the achievement of
students taking advanced (level 3) programmes which
include a DfE approved Tech Level, level 3 maths and
extended project qualifications. Students who achieve
the three component qualifications included in the
TechBacc measure will be equipped with specialist
knowledge and skills, enabling entry to an
Apprenticeship or other employment, or progression to
a related higher education course.
In some cases, Tech Level qualifications provide a ‘licence to practise’ or exemption from professional
exams. TechBacc programmes that are equivalent to or larger than four A levels in size will be eligible for
a 10% uplift in funding.
Appendix
Appendix 1: Business Breakfast – 7th November
Objective: To raise awareness of understanding of the nature of our Technical, Academic
and Vocational STEM developments.
Organisation Delegate (s)
Network Rail
Impact
• Establish relationship to support the future workforce requirements in Engineering for the Dawlish
Coastal Defense Scheme
• Aiming to provide facilities for Network Rail Consultations in South West
• Develop connection with Geography (Susan Tilsley)
Exeter University
Impact
• Confirmed input to CAIG programme raising awareness of Degree level Apprenticeships in Engineering
and Digital (presentation to students – 28th November 2019)
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docx• Confirmed presence at the STEM Careers Open Event on the 28th of November. Potential input from
Exeter University/Lang O’Rourke Alumni (Zach Harrison) - ALH to firm up.
•
Hy-Pro
Impact
• Re-kindle partnership (previous links in 2015/16) – BTEC Level 3 Hydraulics curriculum link.
• Work Experience
LSN Architects
Impact
• Feed high-calibre candidates for work experience
Centrax Gas Turbines
• Introduction to HR point-of-contact at Centrax
• Familiarisation with setting.
• Continue to refine work experience format (2 students, 1 per month)
Willmott Dixon
Impact
• CAIG information event planned to share information about management trainee programmes in the
construction industry
• Connection to strengthen work experience programme.
ROA
Katie Schneider to advise.
Michael J Watts Consultant
Impact
Connection with Science team in order to implement aquaponics project.
Appendix 2: Heart of the South West Economic Growth Data
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxAppendix 3: South Devon UTC Employer Contacts
South Devon UTC Employer Directory
ABP South West
Action Coach
AECOM Ltd
AECS
Amtek Plastics UK
Ark in the Park
Army Outreach Liasian
Ashwoods
Bailey Partnership
BenBow Group
Blue Screen IT
BNI
Brite Service Ltd
Capital Air Ambulance
Carpenter Oak Ltd
Centrax
CGON
Dart Valley System
Denford
Dormer & Pramet
Ecomotus
EDT Industrial Cadets
EDT Industrial Cadets
Education & Employers.org
EEF The Manufactures Org
Environment Agency
Exeter Science Park
ExiST Group
Forgeway Ltd
GM Cochworks
Hannahs Seale Hayne
Harrier LLC
Helleman Tyton
Hi-tec and digital SDC
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxHymec Aerospace
Interserve
Investment Casting Systems
Linden Homes
Mare and Foal Sanctury
Masons Kings
MB Aerospace
MMK Engineering
NAS
Neats and Cleats
PE Services 4x4 centre
Plymouth Uni Electron Microscopy
Prospects
Puffing Billy Cycles
Puffing Billy Cycles
RAF Outreach S.Wales & SW
Redrow Homes Westcountry
Regional and City Airports
Royal Aeronautical Society
Royal Navy
SCOMIS
Sherwoods Building Services
Sibelco
Sibelco
Solarplicity
South Hams DC
South West Water
Spirent
SRA Developments Ltd
STB Property Maintenance
STEM Ambassador CSW
Strata Solutions for Government
Teignbridge DC
Teignbridge Propellers
UK Hydrographic Office
UX2
Valeport Ltd
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxWales & West Utilities
Westcountry Personnel
Westcountry Tool Co. Ltd
WMS Squire Ltd
Yeo Valley NA
YMT Technologies
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxAppendix 4: Careers Development Plan: Actions towards eight Gatsby benchmarks of Good Career Guidance
Gatsby Self-Assessment Actions – meeting with Caroline Stanmore, Heart of the South West | Careers and Enterprise Company – 14/01/2020
Benchmark Action Notes
1. A stable careers ALH to publish careers plan on website to ensure access for parents.
programme
ALH to explore features of Tracker Tool on https://compass.careersandenterprise.co.uk/dashboard
2. Learning from career and • LMI in a box from Careers Pilot (Parentzone) published on website.
labour market information • ALH to remind parents of Unifrog resources LMI in a Box
• Parental access to online careers resources – ALH to publish on web
• Share careers guidance planning resource with parents prior to 4th Feb work ready day.
•
Vulnerable pupils – notification of 1:1 consultation with Rachel Bolt, CSW – Katie Schneider to issue
3. Addressing the needs of
each pupil
appointment times (5th and 6th February 2020).
ALH - destination data to Royal Navy
Ensure GDPR compliance when tracking year 14 destinations.
4. Linking curriculum CS to send list of employers to ALH for subject teachers to request careers-leads to support subjects not
learning to careers
currently receiving good support from employers. Identify opportunities to engage careers leads
https://www.careersandenterprise.co.uk/give-an-hour
5. Encounters with “Heart of the South West STEM Day”
employers and employees
a. ALH to prepare summary of objectives.
b. Distribute by e-mail to CS in order to collect “Expressions of Interest” from local employers and
firm up format of the day to Neil Blaney (for sharing with Bradley Barton) and yourself.
c. 4 x STEM workshops – use of Dyson resources or other activities – employer-led.
d. ALH to explore date for Network Rail visit – use of model as one workshop.
e. Wider employer presence through exhibition stands on the top floor – HSW (Caroline) to explore
further once format e-mailed by ALH
f. Year 10/12 involved in support and facilitating the day.
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docx6. Experiences of KSH – posters from Labour Market Information in a box displayed
workplaces
ALH to produce case studies of destination data
CS attend 4th Feb Work Ready day and produce case study.
`
7. Encounters with further
and higher education
Baker Clause
1. Follow-up e-mail by CS to remind Careers Leads to book in… I checked again and there are three
attendees yourself, Olivia Shilabeer and Jacob Coburn.
2. ALH to prepare letter of invitation to those who do not attend asking for invitation to present. – actioned
28/01/2020
8. Personal guidance Report of Unifrog usage.
Other Big Bang Fair stand – ALH to establish possible shared stand with PUTC and wider RN UTC Affiliated UTC’s
Plymouth UTC
Share Heart of the South West STEM day planning ideas – possible collaboration
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxReferences
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https://researchbriefings.parliament.uk/ResearchBriefing/Summary/CBP-7250
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routes/
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https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/536046/Report_of_the_Independent_Panel_on_Technical_Education.pdf
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T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxAppendix 5: ASK Apprenticeship Programme
T:\Careers, Progression and Destinations\2019_20\Careers Plan 2019_20\Careers Developments 2020 - Parents.docxYou can also read
