Intent: why do we teach what we teach?
The aim of our Careers Programme is to ensure that all our students are prepared for life after King Solomon Academy, for university and for the world of work. We particularly want to help students develop the skills and knowledge needed for the changing job market which we set out to achieve through giving students a range of opportunities to engage with employers, further education and higher education providers through their time at the Academy.
Our aim is to meet all of the Gatsby Benchmarks this academic year to ensure we are providing the best preparations for our pupils. To meet these Gatsby Benchmarks, our Careers Curriculum strategic objective are:
- Organise parent engagement events to ensure parents know about the changing job market and the world of work and how to advise their children on these topics.
- To track at a pupil level all the careers curriculum, visits, trips and experiences each child at the school experiences to help ensure our careers programme provides opportunities for all pupils, through the rollout of Unifrog.
- For pupils to actively reflect on each experience they have through the use of post trip and activity reflections, using Unifrog.
Our Careers Lead
Miss Al-Hariri
If you are an employer or self-employed person, interested in working with the school on their Careers Programme, please see ‘Ways to get involved’
Implementation: why do we teach what we teach?
Curriculum in each Year Group
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When will it happen? |
Objective |
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Morning Meeting |
In Morning Meeting one day a week, pupils have the opportunity to find out more about a particular career, learning about key facts about that career. |
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Careers Week |
Each Careers Week, Primary school pupils participate in the following:
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Curriculum |
Careers is embedded within the curriculum throught primary. For example, in EYFS, they complete a unit on people who help them (including learning about emergency services) and in Year 5, they complete a PSHE unit on learning about careers. |
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Trips and Experiences |
The curriculum in primary is supported with trips and experiences to begin exposing them to the workplace environment and different jobs. This includes a trip to Kidzania in Year 2 and a Yr6 Trip to Parliament. This is backed up with visitors and workshops in school, for example Yr5 learn about architecture within the art curriculum and had a visit from an architecture firm. |
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Year 7 |
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When will it happen? |
Objective |
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HT1 (Advisory) |
Introduction to Unifrog and Careers Curriculum |
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HT2 (Advisory) |
Understand your own personal strengths and weaknesses |
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HT3 (Careers Week Drop Down Day) |
How does gaining higher qualifications increase the breadth of jobs and earning potential you can access? |
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HT3 (Careers Week Drop Down Day) |
Understand how different jobs require different skills and knowledge (using Unifrog) |
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HT3 (Careers Week Drop Down Day) |
Careers Carousel- hear from 4 different speakers about their careers and reflect on these. |
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HT3 (Careers Week – DEAR) |
What makes for a dream job? |
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HT3 (Careers Week Drop Down Day) |
Be able to understand the range of graduate jobs in a brief way i.e. being able to name 10-20 graduate jobs |
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HT1 (PSHE Drop Down Day) |
The benefits of setting ambitious goals and being open to opportunities in all aspects of life.
About different work roles and career pathways, including clarifying my own early aspirations.
Different types of work, including employment, self-employment, and voluntary work. |
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HT6 (Warwick University Trip Preparation) |
Why do I want to go to university? What are the reasons people want to go to university? |
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HT6 (Warwick Trip) |
Students attend a 4 day residential to University of Warwick where they learn about university life, meet current undergraduates and learn about studying Politics at university. |
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Year 8 |
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When will it happen? |
Objective |
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HT1 (Advisory) |
Can one person make a difference? How to have a real positive impact in any job What types of job are high-impact? How to choose which world problem to focus on.
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HT2 (Advisory) |
Unifrog Careers Treasure Hunt |
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HT3 (Careers Week Drop Down Day) |
Understand the range of graduate jobs in more depth i.e. what does a pharmacist do? |
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HT3 (Careers Week Drop Down Day) |
Careers Carousel- hear from 4 different speakers about their careers and reflect on these. |
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HT3 (Careers Week Drop Down Day) |
Understand jobs in terms of advantages and disadvantages and likes and dislikes of jobs. |
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HT3 (Careers Week Drop Down Day - DEAR) |
Understanding the concept of LMI and how it may affect job choice. |
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HT3 (Careers Week Drop Down Day) |
Relating your own personal strengths and weaknesses to the skills needed for different jobs. |
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HT4 (Advisory) |
Understand key employability skills needed for success in many workplaces and how to develop these. |
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HT5 (Morning Meeting Slides and Discussion) |
How are universities similar and different? Campus v City, subject specialisms, facilities, London vs non-London, Super selective, highly selective |
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HT6 (PSHE Drop Down Day) |
The different work roles and career pathways, and to challenge stereotypes and family or cultural expectations that may limit aspirations
To review strengths, interests, skills, qualities and values and how to develop them. Including the skills and qualities required to engage in enterprise. |
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HT6 (University of Bath Trip) |
Visiting Bath University and understanding how student societies work at university. |
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Year 9 |
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When will it happen? |
Objective |
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HT1 and HT2 |
First Give – learn about the charity sector and prepare a presentation on why others should fund this charity. This includes visits to the charities and meeting employees of the charities. |
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HT3 (Careers Week Drop Down Day) |
Research skills- how do I find out information about careers and universities? |
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HT3 (Careers Week Drop Down Day) |
Careers Carousel- hear from 4 different speakers about their careers and reflect on these. |
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HT3 (Careers Week Drop Down Day) |
Understanding how careers may develop over time and how these relate to companies structures e.g. understanding promotions, sideways moves, changing sectors etc. |
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HT3 (Careers Week Drop Down Day) |
Write a cover letter when applying for work shadowing to present yourself within a selection process. |
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HT3 (GCSE Options Process) |
An understanding of the different routes at post 16 and beyond to achieving your goal (Apprenticeships/Degree apprenticeships/BTECs etc.) |
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HT4 (Workplace visit preparation) |
Understand health and safety aspects relating to work experience and laws on child employment. |
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HT4 (Workplace visits) |
All students take part in a workplace visit in a sector of their interest in small groups to gain an experience of the world of work. |
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HT5 (Morning Meeting slides and reflection) |
University courses- what is out there? How do I find out more? |
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HT5 (Advisory) |
Employability and subject choice. How does subject choice now, after GCSEs and in the future affect my employability? |
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HT6 (PSHE Drop Down Day) |
About routes into work, training and other vocational and academic opportunities and progression routes.
The laws and by-laws relating to young people’s permitted hours and types of employment.
To manage emotions in relation to future employment. |
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HT6 (Upper School Transition Day) |
Make targets to reflect your aims for your next steps e.g. GCSE grades, Post 16 choices |
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Year 10 |
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When will it happen? |
Objective |
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HT1 (Advisory) |
What can I do beyond the curriculum to develop passion in my subjects? |
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HT2 (Advisory) |
University and employability- what doors do different courses open or close? |
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HT2 (Advisory) |
Why does it make financial sense to go to university? Student Finance/other bursary/sponsorship opportunities /comparing cost to apprenticeships etc |
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HT3 (Careers Week) |
How to network effectively in a speed networking format. |
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HT4 (Advisory) |
Understand the qualities and attributes needed to succeeed in different careers and how to record these. |
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HT4 (Advisory/CV Drop ) |
How to complete application forms, cover letters and CVs to be successful with lots of guidance. |
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HT5 (Guidance meetings) |
Ms Al-Hariri meets with all of the Year 10 to discuss Work Experience and future career plans. |
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HT5 (Advisory) |
How jobs are changing in the future e.g. portfolio careers/flexible working |
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HT5 (Advisory) |
Understanding salaries including starting salaries and progression and what that means in reality. |
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HT6 (PSHE Drop Down Day) |
The information, advice and guidance available to them on next steps and careers, how to access appropriate support and opportunities.
To explain the benefits and challenges of cultivating career opportunities online; how to manage their online presence and its impact on career opportunities.
Their rights and responsibilities at work (including their roles as ‘workers’, and the roles and responsibilities of employers or unions). •
How to challenge discrimination, and harassment in the workplace.
About confidentiality in the workplace, when it should be kept and when it might need to be broken |
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HT6 (Work Experience Preparation Day) |
How work related learning can help you understand more about careers and how to do it safely. |
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HT6 (Work Experience Preparation Day) |
How to nerwork effectively in a relaxed networking format in preparation for effective communication during work experience. |
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HT6 |
All students take part in a 4 day Work Experience Placement |
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Year 11 |
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When will it happen? |
Objective |
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HT1 (Post 16 Drop Down Day) |
How your post16 options can affect your choice of careers in the future, and have the opportunity to have a taster day to experience these options. This includes hearing from an FE College, Apprenticeship provider and a Sixth Form. |
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HT1 (Guidance meetings) |
Ms Al-Hariri meets with all Year 11 students to discuss Post 16 options and create action plan |
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HT2 (Sixth Form Taster Day) |
All students experience a day in the life of Sixth Form, including taster lessons and the opportunity to Q&A with current Sixth Form students. There is an optional trip as part of the day to visit a college. |
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HT2 (Advisory) |
Understand how you can use LMI data to choose a career – McKinsey assembly using data from a research report on LMI. |
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HT3 (Careers Week) |
How to develop skills to independently communicate with adults from a range of careers and how to ask them questions about their role through Speed Networking. |
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HT3 (Advisory) |
How to understand how selection is carried out in the workplace, with relation to equality of opportunity, interview skills etc. |
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HT4 (Guidance meetings) |
Ms Al-Hariri meets with Year 11 students who are not staying at KSA for Sixth Form to support with applications and confirm intended destinations. |
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HT4 (Advisory) |
How do I understand university league tables? |
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HT4 (Advisory) |
Understanding the different types of university degree e.g. those with placement years, those with integrated masters, sponsored degrees etc. and other routes into careers. |
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HT5 (Advisory) |
What can you do over summer to develop that passion? |
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GCSE Results Day |
All students will have the opportunity to meet with a member of staff to assist them with their next steps. All students destinations are recorded. |
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Year 12 |
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When will it happen? |
Objective |
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HT1 (Induction) |
What is my vision? What do I achieve when I leave KSA? |
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HT1 (Sussex University Trip) |
All year 12 students visit the University of Sussex |
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HT1 (Advisory) |
Unifrog Launch – how do I use this in sixth form? |
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HT2 (Advisory curriculum) |
Why do we go to university? What opportunities does university offer? What is the UCAS process? How do I make the most of opportunities to build my UCAS in Y12? What are Apprenticeships? Why should I choose this pathway? How does the application process differ between these two pathways? |
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HT2 (Guidance conversations) |
Ms Al-Hariri meets with all Year 12 students to understand their goals for the next 5 years and to create an action plan for the student to complete including applications to university access schemes, apprenticeship taster sessions and work experience. |
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HT3 (Advisory curriculum) |
How am I a professional member of Sixth Form / the wider community? What is professional dress? How do I communicate effectively and professionally? How do I use technology at school and in the workplace? |
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HT3 (BP Speed Networking) |
All students take part in a Speed Networking event at BP |
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HT3 (Careers Week) |
All students attend a Careers Fair |
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HT4 (Advisory curriculum) |
How do I set up a bank account? What is important to consider when getting a bank account? How do I budget effectively? How do I find a part-time job? How do I write a CV? How do I write a cover letter? How do I get references? How do I balance my studies and my part-time job? What skills can I develop with a part-time job? |
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HT4 (Guidance conversations) |
Ms Al-Hariri meets with targeted Year 12 students who need support in completing activities this year to help them achieve their goals |
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HT5 (Advisory curriculum) |
What course would I like to do at university? Which universities should I consider? How do I select which open days to attend? How do I write a personal statement? |
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HT5 and 6 (PSHE Drop Down Days) |
The implications of the global market for their future choices in education and employment and how to recognise career possibilities in a global economy.
Their rights and responsibilities as students in casual, part time jobs, including the ‘gig economy’.
The importance of professional conduct and how it can be demonstrated in different workplaces, including following health and safety protocols.
To appreciate the importance of workplace confidentiality and security including cyber security and data protection.
The importance of equality and inclusion in the workplace and how to recognise and manage harassment in the workplace.
The role of trade unions and other professional organisation in supporting workers’ rights. Including to challenge prejudice and discrimination. |
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HT6 (Advisory curriculum) |
As part of the end of term activities:
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HT6 (Guidance conversations) |
All students have a conversation with a member of the Sixth Form Leadership team, where they discuss their End of Year grades and relate these to their plans for university and apprenticeship applications. A summer action plan is set. |
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Year 13 |
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When will it happen? |
Objective |
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HT1 (Guidance conversations) |
Ms Al-Hariri meets with all Year 13s to review summer action plans for university and apprenticeship applications |
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HT1 (Advisory curriculum) |
What am I working towards? How do I select the right universities/apprenticeship providers? |
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HT1 and HT2 (Guidance conversations) |
Sixth Form Destination mentors work with their students to help them complete applications to University and Apprenticeships. All students also have follow up meetings with Ms Al-Hariri to discuss course and apprenticeship choices. |
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HT2 (Advisory curriculum) |
How do I prepare for interviews? What are the challenges and excitements of leaving home? What does my academic, social life and routines look like at university and in the workplace? |
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HT3 (Advisory curriculum) |
How do I build my CV? What opportunities are available for me at university to help my career? Preparing for online tests, interviews and assessment days (including session with recruiters) |
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HT3 (Careers Week) |
Students attend a Careers Fair, with work experience, internship, apprenticeship and graduate opportunities. |
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HT4 (Guidance conversations) |
Ms Al-Hariri meets with all students to discuss application outcomes and decide 1st and 2nd choices ahead of the UCAS deadline. |
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HT4 (Advisory curriculum) |
Understanding Student Finance, and financial budgeting for both students and apprentices Applying for university bursaries and scholarships. |
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HT5 (Advisory curriculum) |
How do I choose from the options I have available – university and apprenticeships? What happens if I don’t get my grades? What does results day look like? |
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HT5 (PSHE Drop Down Day) |
The concept of ‘affordability’ and how to budget effectively at university, and how a budget might have to be adapted when moving out of home).
How to manage taxation and national insurance.
About pensions and their importance; knowing the benefits of starting early and making regular, realistic contributions |
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A Level Results Day |
All students will have the opportunity to meet with a member of staff to assist them with next steps including clearing, adjustment and gap year advice. |
Impact: how do we know what pupils have learnt and how well they have learnt it?
We measure the success of our University and Careers curriculum in the following ways:
- Destinations Data – we monitor destinations data each year, to ensure we understand what our students go on to do after KSA and whether the Information, Advice and Guidance they received during their time here has had an effect.
- Pupil Level Tracking – as we track what our students do each academic year individually, this allows us to identify groups of students who are not receiving as many opportunities for careers and university related experiences. It also allows us to see trends and patterns between attainment data, destinations and the experiences pupils in that year had.
- Pupil reflections – pupils reflect on their experiences when they visit workplaces or hear from speakers. This allows us to identify which experiences pupils enjoyed and which they didn’t, as well as providing a record for the pupil they can use in future applications.
- Evaluation of the programme – each year, we have an annual review of the programme with Ark, who assess how many of the Gatsby Benchmarks we are meeting and identify strategic goals for us to work on over the next year.
Preparing for University
In Sixth Form, we use Personal Development time – assemblies and sessions – to prepare our students for the world of work. Within the curriculum, they will learn about the different types of universities, how to choose the right university for you and understanding the application process.
Students have 1:1 meetings with Ms Al-Hariri each term, where they map out their plans for university, in terms of course and university choice and the actions they need to take to reach those goals. They also have a form time once a week where opportunities from universities are shared with students, which they can choose to apply for. All of our Sixth Formers have engaged with at least one university activity in the last year through these extra opportunities.
We also organise an annual trip to the University of Sussex in September of Year 12, and a further university trip in the summer term of Year 12 which all students are expected to attend. Students are also encouraged to attend Open Days in the Summer Term. This ensures that all our students are able to visit multiple universities before they apply in Year 13.
Preparing for the world of work
In Sixth Form, we use assemblies and Advisory time to prepare our students for the world of work. We have numerous speakers each term, from a range of professions. We also direct students to and organise work experience placements across a range of industries, to give students even more experience of the world of work. They also attend a CV workshop, have a Careers Fair and learn about the different routes into work, including apprenticeships through our Discovery Week sessions at the end of the school year.