Aims
Usually in the School (i) at least 95% of GCSE subjects are attained at grade C or above; (ii) at least 95% of A Level subjects are passed; and (iii) over 90% of the Upper Sixth (Year 13) leave School each year to start on an Honours Degree course. This means that Careers Education & Guidance [CEG] in School is primarily concerned with the right subject choice for: (i) GCSE; (ii) AS & A Level; and (iii) University study. In general terms, therefore, the aim of our CEG is to ensure that as many pupils as possible make the right choice of subject. It is school policy that choice of subjects is primarily the concern of the Senior Management and Senior Leadership Teams, although most members of staff will be involved in terms of giving advice to students. The Careers Department is responsible for providing up-to-date advice, guidance, information and support to all pupils in order to help and encourage them to make wise and informed choices.
CEG aims to help prepare young people for adult and working life. Specifically, CEG as part of their overall educational experience should help to develop (a) knowledge of: (i) themselves: young people need to be aware of their own strengths, weaknesses and personal qualities, and to have a balanced view of their self-worth and potential; (ii) the opportunities open to them. They need to learn about the world of work, the organisation of the workplace, the local and national job market, education and training opportunities and other opportunities, and be aware of the value of qualifications;(b) skills of:(i) decision making so that they are able to make informed and sensible decisions by approaching choices in a systematic way; (ii) managing change by equipping them with the practical skills they need to look for, and obtain, places in higher education, training and employment, and so to cope with independent living; & (c) attitudes:(i) of self-reliance by being encouraged to be self-motivated and to have a positive outlook on life so that they can take responsibility for their own decisions and career planning;(ii) towards others by preparing them for adult responsibilities, the discipline of work and the need to maintain effective relationships with a wide variety of colleagues.
Young people today have more choice regarding their future than ever before and the decisions they make can have a major effect upon their lives. CEG can help: (i) young people and their parents to make informed decisions about the increasing number of opportunities available; (ii) equip young people to meet challenges positively and to learn throughout their life; & (iii) young people make better choices so that they are more likely to achieve higher standards and so raise their individual skill levels, because they have selected courses that make the most of their interests and abilities.
Specific Objectives
1. Increase pupils’ knowledge of themselves, i.e. they need to be aware of their own strengths, weaknesses & personal qualities & to have a balanced view of their self-worth and potential.
2. Increase opportunities open to pupils, i.e. they need to learn about the world of work, the organisation of the workplace, the local & national job market, education & training opportunities & other opportunities & be aware of the value of qualifications.
3. Increase pupils’ skills of decision making, i.e. so that they are able to make informed & sensible decisions by approaching choices in a systematic way.
4. Increase pupils’ skills of managing change, i.e. by equipping them with the practical skills they need to look for, & obtain, places in higher education, training & employment, & so to cope with independent living.
5. Increase pupils’ attitude of self-reliance, i.e. by being encouraged to be self-motivated and to have a positive outlook on life so that they can take responsibility for their own decisions and career planning.
6. Improve pupils’ attitudes towards others, i.e. by preparing them for adult responsibilities, the discipline of work and the need to maintain effective relationships with a wide variety of colleagues.
CEG within the School is undertaken in a variety of ways, many of which are not “obviously” careers-related: for example, much work of this kind is done by Academic Departments as part of their teaching programmes, without any specific intention of teaching “careers”.