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Careers and Post 16 Guidance

At Tibshelf Community School, we believe that all students should be provided with the knowledge, inspiration and ability to take ownership of their own career choices to enable them to succeed in life. Our careers programme is designed to develop the key skills and knowledge students need to succeed in the workplace, whilst also providing high quality advice and guidance around careers and future study pathways.

We have developed strong links with Further and Higher Education providers and have excellent working relationships with local and national employers. Students therefore have many opportunities to interact with these providers and engage in a range of activities to make informed choices about their future.

We measure the impact of our careers programme against the number of students that leave us and progress into full-time education, apprenticeships and internships with the aim of getting 100% of students onto the next stage of their career path.

 

Careers Leader

Miss G Thorpe - Deputy Director of Personal Development

Email: g.thorpe@tibshelf.derbyshire.sch.uk

Tel number: 01773 872391

 

Contact Us

Please get in touch by contacting info@tibshelf.derbyshire.sch.uk if you would like to support us with career events such as:

  • Careers fairs
  • Mock interviews
  • Extracurricular clubs and activities
  • Inspirational talks based on your industry or job role
  • Deliver hands-on workshops and activities relating to your area of expertise
  • Be part of our discussions about pathways after school, e.g. apprenticeships
  • Help champion specific issues and challenge barriers in the workplace around gender stereotyping, disability etc
  • Help bring a subject lesson or school subject to life by linking it to your industry.
  • Offer a work experience placement for students at your business premises
  • Become an ambassador supporting employment routes for young people with special educational needs and disabilities and offer a work experience placement that is co-supported by the school

Please see our Provider Access Policy which outlines how we manage requests.

Provider Access Policy

 

Post-16 Options

Post-16 Options

After leaving school, it is a legal requirement that students stay in education and/or training until 18.  This could mean completing a vocational course or T Level at a college, starting an apprenticeship or traineeship, or taking A Levels at a sixth form.

Students have access to a specialist independent careers adviser within school. These are appointment based and coordinated by the Director of Personal Development.

The National Careers Service offers information on the different post-16 options available to students after leaving school.  There’s also a detailed list of careers with example pathways into each one.

Career Pilot can be useful to gain more information about post 16 options, such as A Levels, Vocational Courses, T Levels and apprenticeships.

The Government Apprenticeships website offers information on apprenticeships including what they are, how they’re different to other post-16 options, how to apply, and what to expect throughout the process.

The ability to search for current apprenticeship vacancies and register for alerts on new vacancies in the local area

Information on the different post-16 pathways available at Chesterfield College and West Nottinghamshire College includes vocational courses, apprenticeships, and A-Levels.

Derbyshire Observatory - Data and statistics for Derbyshire, including labour market information.

Student and Parents Careers Guide

It can sometimes be daunting to think about your future and to make the right decisions about what to do after Y11. To help you make the right choices, it’s a good idea to think about these three questions:

  1. Where are you now? (What qualifications, skills and interests do you have?)
  2. Where do you want to get to? (What would you like to be doing in 5 years’ time?)
  3. How will you get there? (What course, training or future job is likely to get you where you want to go?)

The Student and Parents Guide provides information that may be useful when making the right choices regarding Post 16 and Careers.

Careers Guide

Careerometer

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Careers Education, Information, Advice and Guidance (CEIAG) Programme

At Tibshelf Community School, our motto is Alta Pete “Aim for the Highest”. Our Careers Programme is designed to raise the aspirations of all students and provide them with the knowledge and skills to make informed choices about their future. You can view our CEIAG policy 

CEIAG is an essential part of our Personal Development provision and is an integral component to key aspects of the school such as Personal Development lessons, Tutor Time, Assemblies, Curriculum Time and Personal Development Days.

We have adopted the Gatsby Benchmarks to ensure that we provide high quality independent careers guidance and information about educational qualifications, higher education and apprenticeships.

The eight Gatsby Benchmarks of Good Career Guidance

1. A stable careers programme
2. Learning from career and labour market information
3. Addressing the needs of each pupil
4. Linking curriculum learning to careers
5. Encounters with employers and employees
6. Experiences of workplaces
7. Encounters with further and higher education
8. Personal guidance

Click to view the full government careers guidance document.

 

Year 7 – Careers Programme Overview

Employer Encounter
Who
Employer Encounter
Who
Employer Encounter
Who
  • To learn our school's Character Values and apply them to their school life and personal life.
  • Developing friendships and relationships with others.(Create Opportunities – CDI)
  • Introduction to School Character Values
  • Introduction to school character values & link to potential

GB1, GB3

Autumn term

Tutor Time

Navy/Army on PDD
  • Being aware that learning, skills and qualifications are important for a career. (Grow Throughout Life – CDI)
  • Being willing to challenge themselves and try new things.(Grow throughout life – CDI)
  • Being aware that many jobs require learning, skills and minimum qualifications. (Explore Possibilities – CDI)
  • Being able to identify a role model and being aware of the value of leadership.(Create Opportunities – CDI)
  • Who am I?
  • Exploring personal interests and skills, introduction to goal-setting, role models, and raising aspirations.

GB2, GB3

Spring term

Tutor Time

Navy/Army on PDD
  • Identifying common sources of information about the labour market and the education system. (Explore Possibilities – CDI)
  • Being aware of the range of different sectors and organisations where they can work. (Explore Possibilities – CDI)
  • Being aware that a career describes their journey through life, learning and work. (Manage Career – CDI)
  • What is a career?
  • Identify similarities /differences of a career and work, discover types of careers and money associated, LMI for local area.
  •  

GB2

Summer term

Tutor Time

Navy/Army on PDD

 

Year 8 – Careers Programme Overview

Learning Objective
Activities
Gatsby Benchmark
When
Who
Employer Encounter
  • Managing the transition into secondary school and preparing for choosing their GCSEs. (Manage Career – CDI)
  • Imagining a range of possibilities for themselves in their career (Manage Career – CDI)
  • Being aware that learning, skills and qualifications are important for a career. (Grow throughout life – CDI)
  • Being aware of the main learning pathways (e.g. university, college and apprenticeships). (Explore possibilities – CDI)
  • My Interests & Skills
  • A deeper dive into personal interests and skills, linking with learning pathways, option subjects and careers.

GB2

Autumn Term

Tutor Time

Army/Navy/ Police on PDD
  • Managing the transition into secondary school and preparing for choosing their GCSEs. (Manage Career – CDI)
  • Being aware that many jobs require learning, skills and minimum qualifications. (Explore possibilities – CDI)
  • Linking GCSE Option subjects to Careers
  • Students to gain information regarding option subjects and their potential career paths.
  • Linking post 16/further education studies to GCSE Option choices.
  

Spring Term

Tutor Time, Assemblies, Options Evening

Army/Navy/ Police on PDD
  • Being aware of the relationship between career and the natural environment. (See the big picture – CDI)
  • Being aware that building a career will require them to be imaginative and flexible. (Create opportunities – CDI)
  • Imagining a range of possibilities for themselves in their career (Manage Career – CDI)
  • Being aware of the range of different sectors and organisations where they can work. (Explore Possibilities – CDI)
  • Being aware of the range of ways that organisations undertake recruitment and selection. (Explore Possibilities – CDI)
  • Green Careers
  • Exploring a range of sustainable careers, especially in LMI.
  • Predicting sustainability careers in the future.
  • Exploring companies which offer sustainable careers.

GB2

Summer Term

Tutor Time

Army/Navy/ Police on PDD

 

Year 9 – Careers Programme Overview

Learning Objective
Activities
Gatsby Benchmark
When
Who
Employer Encounter
  • Being aware of the range of different sectors and organisations where they can work. (Explore Possibilities – CDI)
  • Being aware that different jobs and careers bring different challenges and rewards. (Manage career – CDI)
  • Being aware of the concept of entrepreneurialism and self-employment (Create opportunities – CDI)
  • Being aware of different life stages and life roles. (Balance life and work – CDI)
  • Being aware that there are trends in the local and national labour market. (See the big picture – CDI)
  • Career of the Week
  • Exploring a variety of careers, their LMI, job roles and skills required. This is based off of student voice on which careers they would like to see.

GB2, GB3

Autumn Term

Tutor Time

Derby & Sheffield Hallam University trips on PDD
  • Being aware that there are trends in the local and national labour markets
  • Being aware that trends in technology and science have implications for careers
  • Being aware of the relationship between career and the natural environment
  • Being aware of the relationship between career, community and society
  • Being aware of the relationship between career, politics and the economy. (All see the big picture – CDI)
  • Seeing the bigger picture
  • LMI, local and national trends, how society, media, environment and politics can affect jobs available and career pathways.

GB2, GB3

Spring Term

Tutor Time

Derby & Sheffield Hallam University trips on PDD

Being able to identify a role model and being aware of the value of leadership. (Creating opportunities – CDI)

Learning from setbacks and challenges. (Manage career – CDI)

Reflecting on their heritage, identity and values (Grow throughout life – CDI)

Building their confidence and optimism about their future (Manage Career – CDI)

Self Exploration

Interests and Skills Audit, Vision boards, Learning and personality types.

GB3, 5, 7

Summer Term

Tutor Time

Derby & Sheffield Hallam University trips on PDD

 

Year 10 – Careers Programme Overview

Learning Objective
Activities
Gatsby Benchmark
When
Who
Employer Encounters
  • Reflecting on and recording achievements, experiences and learning. (Grow throughout life – CDI)
  • Considering what jobs and roles are interesting. (Explore possibilities – CDI)
  • Researching the range of workplaces and what it is like to work there. (Explore possibilities – CDI)
  • Researching how recruitment and selection processes work and what they need to do to succeed in them (Explore possibilities – CDI)
  • Developing knowledge of rights and responsibilities in the workplace and in society (Balance life and work – CDI)
  • Work Experience
  • Introduction to the week of work experience process, skills for jobs, letter of application writing, and engaging with employers.

GB2, GB3, GB6, GB8

Autumn Term

Tutor Time

Work experience week
  • Developing knowledge of rights and responsibilities in the workplace and in society (Balance life and work – CDI)
  • Identifying what they can do, individually and with others, to challenge prejudice, stereotyping and discrimination in learning and workplaces (Balance life and work – CDI)
  • Recognising the role that money and finances will play in the decisions that they make and in their life and career (Balance life and work – CDI)
  • Being willing to speak up for themselves and others (Create opportunities – CDI)
  • Being able to discuss role models and reflect on leadership (Create opportunities – CDI)
  • What is it like in the workplace?
  • Employer rights and responsibilities, job aspirations, gender equality, money/finance, and raising concerns.

GB3, GB6, GB8

Spring Term

Tutor Time

Work experience week
  • Recognising the different ways in which people talk about a career and reflecting on its meaning to them (Manage Career – CDI)
  • Building their confidence and optimism about their future (Manage Career – CDI)
  • Making plans and developing a pathway into their future (Manage Career – CDI)
  • Developing friendships and relationships, and reflecting on their relationship to their career. (Create opportunities – CDI)
  • Preparing for the future
  • Friendships/relationships affecting careers, finance management, post 16 pathways, work experience standards and behaviour.

GB2, GB6, GB7, GB8

Summer Term

Tutor Time

Work experience week

 

Year 11 – Careers Programme Overview

Learning Objective
Activities
Gatsby Benchmark
When
Who
Employer  Encounters
  • Recognising the main learning pathways and considering which one they want to follow and how they will access and succeed in it (Explore possibilities – CDI)
  • Considering what learning pathway they should pursue next (Grow throughout life – CDI)
  • Researching how recruitment and selection processes work and what they need to do to succeed in them (Explore possibilities – CDI)
  • Considering the risks and rewards associated with different pathways and careers (Manage career – CDI)
  • Taking steps to achieve in their GCSEs and make a decision about their post-16 pathway (Manage career – CDI)
  • Starting to take responsibility for making things happen in their career (Create opportunities – CDI)
  • Post 16 Options
  • Deep dive into: sixth forms, colleges, apprenticeships, T Levels. How to apply for support for students.

GB2, GB3, GB5,GB7, GB8

Autumn Term

Tutor Time, assemblies, PDD’s, trips

Weekly assemblies by guest speakers from local colleges/sixth forms/ apprenticeship providers
  • Researching how recruitment and selection processes work and what they need to do to succeed in them (Explore possibilities – CDI)
  • Considering the risks and rewards associated with different pathways and careers (Manage career – CDI)
  • Taking steps to achieve in their GCSEs and make a decision about their post-16 pathway (Manage career – CDI)
  • Starting to take responsibility for making things happen in their career (Create opportunities – CDI)
  • Apprenticeships & T Levels
  • Deeper dive into apprenticeships and T Levels, how to apply, and what employers are looking for.

GB2, GB5, GB7, GB8

Spring Term

Tutor Time & Apprenticeship visitors for assemblies

Weekly assemblies by guest speakers from local colleges/sixth forms/ apprenticeship providers
  • Recognising the role that money and finances will play in the decisions that they make and in their life and career (Balance life and work – CDI)
  • Building their confidence and optimism about their future (Manage career – CDI)
  • Making plans and developing a pathway into their future (Manage career – CDI)
  • Reflecting on and recording achievements, experiences and learning (Grow throughout life – CDI)
  • Considering what learning pathway they should pursue next (Grow throughout life – CDI)
  • University & Managing Money
  • What’s next after post 16, types of university courses, living away from home, becoming independent, and money management.

GB3, GB8

Spring & Summer Term

Tutor Time

Weekly assemblies by guest speakers from local colleges/sixth forms/ apprenticeship providers

 

Provider Access

Under Section 42B of the Education Act 1997, the school has a duty to provide students in years 7-11 with access to post-16 educational and careers providers.

The Provider Access Policy outlines how we manage provider requests. 

Work Experience

As part of the Careers Education and Guidance programme at Tibshelf Community School, all Year 10 students are expected to take part in a compulsory work experience programme with an employer. The aim is to help them gain a deeper understanding and appreciation of the world of work and all that it entails.

This is a superb chance for our students to build confidence and develop their employability skills. We always strongly advise students to choose a placement that is in an occupational area that they are interested in as this will either confirm for them that this is a career that they wish to pursue or alternatively may confirm that this is not for them. 

Any queries about work experience can be sent to: workexperience@tibshelf.derbyshire.sch.uk

Work Experience - Key Documents

Link to the form to complete work experience placement details: Work Experience form to be completed.

  • Please visit our 'Policy Page' for related policies:
    • Work Experience 

 

 

 

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