Gatsby Benchmarks – What do we do at SJWMS?

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Benchmark 1

Benchmark Description

A stable careers programme

  • Every school and college should have a stable, structured careers programme that has the explicit backing of the senior management team.
  • There should be an identified and appropriately trained person responsible for it.
  • It should be published on the school’s website and accessible to pupils, parents, teachers and employers.
  • The programme should be regularly evaluated with feedback from pupils, parents, teachers and employers.

What do we do?

  • Career programme is on school website – available to students, staff, parents/carers
  • Career programme is displayed in form rooms
  • JXM, OB, LIH reviewed careers content of life skills lessons and tutorials for lower and middle school
  • SXH developed new Year 9 Life Skills careers lessons 
    • Lesson 1 – apprenticeships
    • Lesson 2 – choosing your options
    • During lesson 2, students discussed the different choices that need to be made in Y9, 11 and 13. Misconceptions were addressed by the teaching staff.
  • SXH sends parents booklets/brochures to inform them about career options e.g. apprenticeships.

How are we adapting due to COVID-19?

  • Tutorials are being delivered/posted by form tutors on form group Google Classrooms
  • Career lessons in Life Skills took place virtually via Google Meet and resources were uploaded to Y9 Google Classrooms for students to access at a later date.
  • National Apprenticeship Week resources were uploaded to Year group Google Classrooms and form tutors were asked to present the ‘Famous Apprentices’ PPT or assign the ‘Famous Apprentices’ quiz on form group Google Classrooms.
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Benchmark 2

Benchmark Description

Learning from labour market information

  • By the age of 14, all pupils should have accessed and used information about career paths and the labour market to inform their own decisions on study options.
  • Parents should be encouraged to access and use information about labour markets and future study options to inform their support to their children.
  • An informed adviser can help them make the best use of available information.

What do we do?

  • Job of the week is uploaded to the year group Google Classrooms on Monday morning. Students can access all jobs of the week by going to the ‘careers’ topic and scrolling.
  • Staff are informed of the job of the week during Monday and Thursday briefings. 
  • During briefings, form tutors are asked to dedicate a period of time to engaging with the job of the week. They are encouraged to assess their tutees prior knowledge (e.g. What is the average salary? What are the working hours? How can you become a X? What does the job involve? What does the career path and progression look like?). They are then encouraged to use the National Career Service website to strengthen their understanding and address any gaps in their knowledge and/or misconceptions.
  • Latest Labour Market Information (LMI) is posted on Google Classroom
  • LMI is also incorporated into tutorials during weeks such as Careers Week

How are we adapting due to COVID-19?

The LMI ‘careerometer’ was uploaded to all year group Google Classrooms during National Career Week – this allowed students to compare different jobs — salary, working hours, etc.

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Benchmark 3

Benchmark Description

Addressing the needs of each pupil

  • Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.
  • A school’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations.
  • Schools should keep systematic records of the individual advice given to each pupil, and subsequent agreed decisions. All pupils should have access to these records to support their career development. 
  • Schools should collect and retain accurate data for each pupil on their education, training or employment destinations for at least three years after they leave the school.

What do we do?

  • Year 9 students receive a careers interview in Term 2. This makes them aware of the GCSE options available to them. It also encourages them to think about their future and how choosing specific GCSE options will allow them to study towards their chosen occupation/profession.
  • Career guidance is available during parents’ evenings so that students can speak to trained professionals about their options.
  • All students are able to book a careers appointment with SXH at any time throughout the year to have career-related discussions. Advice/support is tailored to the needs of each pupil.  SXH has a variety of digital and physical resources to help students. 
  • Destination pie charts are displayed in all year group form rooms. This shows the students where the previous cohort of Y11 and Y13 have gone. Form tutors are also sent a PPT of the destination information to generate discussion about careers and destinations during form time. 
  • SXH collects enrollment, destination and intended destination data. Phone calls are made and emails are sent to ensure that information is accurate. 
  • Year 13 destination data is detailed enough to be used when looking for Alumni speakers for the Y12 Alumni event in Term 6.
  • A sixth form career tracker is made each year. This document contains the names of all Y12 and 13 students. This document is shared with Y12 and 13 form tutors and the sixth form team so that any career-related conversations with students can be noted, monitored and tracked.
  • Google Classroom post contain resources to ‘raise aspirations and challenging stereotypical thinking’ on International Men’s Day.
  • Helping to ‘raise aspirations and challenging stereotypical thinking’ through celebrating International Women’s Day (March 8th 2021). Presentation will be shared on all Year group Google Classrooms to encourage students to learn about 8 inspiring women who serve as amazing role models in their fields of science, technology, engineering, and mathematics. (https://docs.google.com/presentation/d/14XP5h-EqnS9AZ8mewue9Y1zeg12Ie1QiUO27f5O9A8o/edit?usp=sharing). 
  • Career posters are displayed around school. These contain LMI, subject career paths, etc…

How are we adapting due to COVID-19?

  • Year 9 students received virtual careers interviews between Monday 30th November and Friday 11th December. Interviews were conducted by JXM.
  • JAW, MXB, SWH and SXH conducted virtual career interviews for Year 9s who did not attend their interview with JXM in Term 2. 
    • JAW interviewed all PP and YC students.
    • SXH conducted all follow-up interviews suggested by JXM
  • JXM  conducted career interviews for Y13 students in Term 1. In these meetings, students discussed their Post 18 options and were able to ask for advice and guidance.
  • SXH and KJB hosted a virtual Unifrog event to inform Y11 parents on how to use the platform effectively to search for apprenticeships and universities to support their son’s Post-16 and Post-18 options.
  • SXH posted subject career directory on all year group Google Classrooms during National Careers Week
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Benchmark 4

Benchmark Description

Linking curriculum learning to careers

By the age of 14, every pupil should have had the opportunity to learn how the different STEM subjects help people to gain entry to, and be more effective workers within, a wide range of careers.

What do we do?

  • SXH emails HoDs whenever she receives subject-specific career information and encourages them to make career-links during lessons.
  • SXH sends HoDs relevant career-related posters e.g. apprenticeships available in X subject.
  • SXH has developed careers by subject directory. This looks at different subjects and provides information and links to websites about possible related careers.
  • SXH sent the maths department career videos created by MYPATH titled Maths, Why bother? They cover a range of topics such as geometry, pythagoras, ratios, probability, statistics, etc explaining why it’s important to study X in maths and how it relates to different careers. https://www.youtube.com/channel/UCzHRXU9p6bKJtiIAhnzL6hQ/videos

How are we adapting due to COVID-19?

  • SXH uploaded the Careers by subject directory onto all year group Google Classrooms during National Careers Week.
  • A guest speaker from the Bank of England conducted a virtual talk about careers relating to Economics on July 5th to Y13 students.
How SJWMS meet benchmark 4
Benchmark 5

Benchmark Description

Encounters with employers and employees

  • Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. 
  • Every year, from the age of 11, pupils should participate in at least one meaningful encounter*with an employer. A ‘meaningful encounter’ is one in which the student has an opportunity to learn about what work is like or what it takes to be successful in the workplace.
  • This can be achieved through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.

What do we do?

  • Year 10 Scotline enterprise day similar to Ryman Challenge for year 8.
  • The school is a workplace.
  • Y12 business mentoring programme.
  • Year 12 Alumni event. Students learn from employers/previous students and learn about valuable workplace skills.
  • Advertising Spark Events on all year group Google Classrooms. This website/app gives students access to various FREE career events/webinars e.g. Automotive Careers – The Move to Electric, Submarine Service Careers, Automotive Technology Careers, NHS – Nursing Careers, Careers in Gaming and Royal Navy Careers. Many more events will be added.
  • Advertised Pathway Careers, Training and Mentorship Service on all year group Google Classrooms. Students who signed up are contacted directly about upcoming events and work experience days, job opportunities, 1-2-1 mentoring with applications, and general help and guidance towards their next steps after school. 
  • Students in Y12 and 13 are encouraged to download the free Fledglink app. It is aimed at students between 15 and 19 and helps them to feel more confident and better prepared for their next steps & the world of work. The app allows students to create their own digital CVs, be matched to opportunities and complete self-development activities. https://apps.apple.com/gb/app/fledglink-build-your-career/id1380878530

How are we adapting due to COVID-19?

  • Y12 business mentoring programme- took place virtually this year.
  • Alumni articles were posted on all year group Google Classrooms.
  • A virtual Google Talk took place on Friday 26th February open to Y11, 12 and 13 students to hear about a former students experience working at Google.
  • Students were given the opportunity to watch videos of employees talk about working life e.g. apprentices at Coca Cola
  • Videos were posted on all year group Google Classrooms containing employees’ experiences working at X company doing Y job.
  • The UK University & Apprenticeship Search Virtual Fair was advertised to Y12 form groups during careers tutorial, posted on Google Classrooms. A letter was also sent to parents promoting the event. Organisers providing SXH with names of students that attended to monitor engagement.
  • A guest speaker from the Bank of England to talk about A level to University progression, grades, Maters, PhD. 
  • Over 50 former SJWMS students attended the 2021 Alumni Event. Some conducted virtual talks, but the majority were able to attend in person. This event was delivered to Year 12 students and it allowed them to develop their knowledge of their Post-18 option and ask questions.
How SJWMS meet Benchmark 5
Benchmark 6

Benchmark Description

Experiences of workplaces

  • By the age of 16, every pupil should have had at least one experience of a workplace, additional to any part-time jobs they may have.
  • By the age of 18, every pupil should have had one further such experience, additional to any part-time jobs they may have.

What do we do?

  • Year 12 work experience with MEBP
    • Assisted by EXH
  • National Citizen Service (NCS) available to Y11 and 12 students
  • Advertised Pathway Careers, Training and Mentorship Service on all year group Google Classrooms. Students who signed up are contacted directly about upcoming events and work experience days, job opportunities, 1-2-1 mentoring with applications, and general help and guidance towards their next steps after school.

How are we adapting due to COVID-19?

Careers and Enterprise Link
Benchmark 7

Benchmark Description

Encounters with further and higher education

  • By the age of 16, every pupil should have had a meaningful encounter* with providers of the full range of learning opportunities, including sixth forms, colleges, universities and apprenticeship providers. This should include the opportunity to meet both staff and pupils.
  • By the age of 18, all pupils who are considering applying for university should have had at least two visits to universities to meet staff and pupils.
  • A ‘meaningful encounter’ is one in which the student has an opportunity to explore what it is like to learn in that environment.

What do we do?

  • Alumni articles displayed around the school
  • Y12 and 13s have 4 days per year for university visits provided they contact the sixth form team to organise authorised absence.
  • Apprenticeship information and opportunities posted on Google Classroom.
  • SXH visits Y12 forms to ensure that they are aware of their post-18 options. Students are directed to useful websites to help with the decision making process.
  • Posters are put up in the Sixth form study centre for students to e.g.
    Complete University Guide league tables, university application process, open days, etc.
  • Apprenticeships Google Classroom made specifically for Y13 students to keep them updated on the latest apprenticeship opportunities. Also, Google Classroom is organised into topics to help develop students knowledge and address misconceptions
    • Apprenticeship case studies
    • Applying for apprenticeships
    • Apprenticeship opportunities
    • Finding an apprenticeship
    • Understanding apprenticeships

How are we adapting due to COVID-19?

  • Alumni articles were posted on all year group Google Classroom for students to engage with and see what former students have achieved since leaving SJWMS..
  • Post on year group Google Classrooms and letters were sent home to parents advertising a virtual careers event for students and parents. (Host- My Future Kent & Medway).
  • Post on Google Classroom about LAT career support website offering support and guidance to KS3, KS4, KS5, teachers and parents/carers. 
  • The UK University and Apprenticeship Search Virtual Fair was advertised on Y12 and 13 Google Classrooms.
  • Undergraduate virtual open days were advertised to Y12 and 13 on Google Classroom.
  • Webinars advertised on Google Classroom e.g. sports and exercise science, careers with the RAF, etc.
  • SXH attended all Y12 forms and spoke about their Post-18 options, showed them useful websites and provided useful tools to help with decision making.
  • An advertisement for virtual university subject taster sessions hosted by Lancaster University were advertised on Y12 Google Classroom. Subjects included:
    • Sociology
    • Criminology
    • Media
    • Cultural studies
    • Film studies
    • Philosophy
    • Politics
    • Religion
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Benchmark 8

Benchmark Description

Personal guidance

  • Every pupil should have opportunities for guidance interviews with a Careers Adviser, who could be internal (a member of school staff) or external, provided they are trained to an appro priate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.
  • Every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18.

What do we do?

  • Students have the opportunity to speak to SXH at any time and they are supported by form tutors, teachers and the sixth form team in career matters via 1-2- mentoring, assemblies, etc. 
    • Conversations are tracked using the sixth form career tracker
  • All year 11 have a careers interview – in a group setting or assembly.  Slots for Rob Angel study skills day.
  • All Y12 student receive a careers interview. 2021 interviews were conducted with JXM. Students with no post-18 plans are prioritised.

How are we adapting due to COVID-19?

  • Virtual career meetings were conducted with Y12 students who weren’t very sure about their Post-18 path.
  • SXH responded to various questions throughout the year (face-to-face and via email) regarding careers, apprenticeships, university etc, via email.

An advertisement was posted on Y12 and 13 Google Classroom for StudentStream. The platform brings together video content featuring vital advice, help and expert knowledge from universities and colleges across the UK https://www.studentstream.co.uk/

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