Careers Education and Guidance Policy

Mission Statement

General Aims

Key Stage 3 Aims

Key Stage 4 Aims

Equal Opportunities

Work Experience

Staff Development

Code of Practice

Review

Assessment And Monitoring

Teaching Methods

Mission Statement

'The purpose of careers education and guidance, is to help individuals gain knowledge. skills and attitudes they need to begin the management of their own lifelong learning and career development.' Better Choices 1995. Back to top

General Aims

. To help pupils understand themselves and develop their capabilities
. To investigate career opportunities
. To allow students to implement their career plans Back to top

Key Stage 3 Aims

To help pupils understand themselves and develop their capabilities.
(To enable students to assess their own interests, skills and values when thinking about education training and work.)
Objectives
1. To consider their personal qualities and skills.
2. To reflect on their interest with regard to work roles and activities.
3. To develop key skills and capabilities.
4. To develop career management skills including self-reliance and self presentation.

To investigate careers and opportunities.
(To provide pupils with the opportunity to find out about the changing pattern of careers and work both locally, nationally and internationally and how to gain direct experience of work as part of the curriculum.)
Objectives.
1. To investigate the knowledge and skills which people need at work.
2. To use the occupational and labour market information to investigate opportunities.
3. To consider the changing patterns of work and careers.
4. To investigate social and moral issues in careers.
5. To develop ways of organising information about careers.

To implement their career plans.
(To assist pupils in developing autonomy in making decisions and implementing their career planning.)
Objectives.
1. To help students make decisions about their own learning and curriculum.
2. To enable pupils to use action planning and the recording of achievements to support their career development.
3. To encourage pupils to seek and use information and guidance to shape their plans. Back to top

Key Stage 4 Aims

To understand themselves and develop capabilities.
1. To assess their personal qualities and skills.
2. To clarify and discuss their values, attitudes, and preferences in relation to careers.
3. To develop their skills and capabilities.
4. To develop career management skills including self-reliance and self-presentation.

To investigate careers and opportunities.
1. To investigate the knowledge and skills which people need at work.
2. To use occupational and labour market information to inves Back to top

Equal Opportunities

In keeping with school policy, the careers dept. at Willowgarth High School ensures that no pupil will suffer discrimination as a consequence of sex, social background, ethnicity, or special needs.
All pupils can he assured of impartial, confidential and expert advice about their choices of education, training or work. Furthermore, they will be helped to understand the importance of equal opportunities in Working life, recognising the risks of stereotyping and discrimination and accepting responsibilities for their own actions. The dept adheres to the school's equal opportunities statement, included in the staff handbook. Back to top

Work Experience

All pupils in KEY STAGE FOUR regardless of ability, have as part of their entitlement, the right to works experience. It is the policy in Barnsley that W.E. is delivered through a managing agency, Trident; and that pupils in the whole year group experience a two or three week placement.
The responsibility of W.E. in school is that of the careers dept. but all staff are encouraged to become involved through pupil visitations. the schools careers officer, employment officer and Iink tutor from F.E. also play an active part in these visits.
A separate and more comprehensive work experience policy has been prepared by the dept., and is incorporated in the staff handbook alongside the code of practice. Back to top

Staff Development

The dept. recognises the value of staff development and regularly attends INSET both in school and at other professional institutions. It meets whenever possible in school to review good practice amid procedure. The dept. regularly gives INSET in school to colleagues to inform them of the developments in careers education. All year tutors in years 9, 10. 11 are given help and guidance on the use of the careers library, the hardware and software within good practice and procedure. The dept. regularly gives INSET in school to colleagues to inform them of the developments in careers education. All year tutors in years 9, 10, 11 are given help and guidance on the use of the careers library, the hardware and software within the library and the library classification system. Careers magazines are distributed to year tutors for reference and discussion with students. All careers software has been loaded onto the network to allow students greater access to careers information. The technology technician, along with several non-teaching assistants have been trained to use the careers software packages with students to provide more equality of opportunity for those with learning difficulties. The careers library is open at all times for staff wanting to use it with students and is open most lunchtimes for students' private use.
The staff as a whole are informed of major developments involving the dept. through HOD meetings staff meetings, and more immediately through a daily staff briefing.

A more definite code of practice has been prepared to accompany this policy document. However although separate, in terms of documentations implicit in the policy and is adhered to by all partners responsible for the delivery of careers education and guidance. All staff are aware of this code of practice and have a copy contained in the staff handbook. A large A3 version of the code is pinned in the staffroom for the benefit of new colleagues and visitors to the school. Back to top

Code of Practice

Careers education should ideally take place in a room which
. looks and feels good.
. is warm, welcoming, and secure.
. is stimulating, challenging, and usually exciting and informative.
. is cared for by all users.
. has furniture arranged for collaboration not division.
. has areas and zones for relaxation, conversation and silence.
. positively demonstrates a code of practice sensitive to the needs of all users.
. presents the work of students in a positive and informative way.
. recognises the achievements of students of all abilities. Back to top

Review

It is the intention of this dept. to review its policy and good practice on a regular basis and to invite management to attend these sessions. The dept welcomes visits and suggestions from parents and governors. Outside agencies i.e. careers officers, link tutors and other interested parties are encouraged to contribute to this policy. This policy will be presented to the governors for approval at the next meeting. Back to top

Assessment And Monitoring

Careers staff are asked to monitor the achievements and progress of their students by following the targets and outcomes sheet enclosed in this document. Also, they will be asked to keep a check-list, recording whether their students have~
. completed a C.V.
. completed a mock application form
. completed a mock letter of application
. seen the careers officer, link tutor or both
. become familiar with the options available to them at 16±.
This process will hopefully improve the quality assurance within the careers, guidance programme.

S.A. HARNETT. 1998. J. M. TICKLE. 1998. KATH GOWARD 1998. Back to top

Teaching Methods

In any effective careers programme pupils are encouraged to take responsibility for their own learning. This can he achieved through a repertoire of learning activities.
. group work; small or large.
. brainstorming.
. discussions.
. role play amid simulations.
. lectures.
. individual learning
. visits.
. stimulus learning e.g. videos .films etc.
. work experience placements for all, supported by a programme of careers and personal education
. departmental schemes of work which:
1) look to the balanced development of oracy, numeracy, graphicacy and literacy promote positive attitudes toward individual differences (religion, politics, race, gender, etc.)
2) offer students as wide a range as possible of learning opportunity and experience (indoor, outdoor, group, individual, classwork, homework, library, enterprise, etc.)
3) foster team spirit and co-operation
4) allow discussion of real and controversial issues of concern and seek to promote a balanced understanding, sympathy and collaboration provide for appropriate curriculum modification for students with special educational needs and for individual support and counselling without undue discrimination or labeling
. departmental assessment policies which recognise (RoA) and encourage achievement and which lead to the development of self-assessment and responsible action planning. Back to top