Careers

Careers

The Careers Guidance and Access for Education and Training Providers [2018] lays out a timeline of activities to ensure compliance with new duties for schools. This is part of the Government's careers strategy to make sure that all young people receive an appropriate programme of advice and guidance. For young people with learning difficulties this should be differentiated, where appropriate, and based on high aspirations and a personalised approach. Schools are to work with families to help parents and carers to understand what career options are possible, with the right support, for their young person.

The Guidance includes 8 benchmarks, which are quality standards in careers education  for schools to meet. Whilst acknowledging that appropriate provision for our young people may differ considerably across our student range, we also acknowledge that in continuing to work to further establish these quality standards in careers education at Avalon, we seek to ensure all our young people have the broadest opportunities for a full life and to attain high aspirations for their future. 

The 8 benchmarks [quality standards] are as follows:

Every school and college should have an embedded programme of career education and guidance that is known and understood by pupils, parents, teachers, governors and employers.

•          Learning from career and labour market information  

Every pupil, 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 information.

•          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.

•          Linking curriculum learning to careers  

All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.

•          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. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.

•          Experiences of workplaces                     

Every pupil should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.

•          Encounters with further and higher education  

All pupils should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.

•          Personal guidance  

Every pupil should have opportunities for guidance interviews with a career adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate 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.

Our careers education programme is in place; it is delivered either through discrete careers lessons or through a range of planned opportuities across the curriculum.

The careers lead for Avalon School is Julie Walker.

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