INTRODUCTION
Department:
M McConville (CEIAG and transition co-ordinator)
S McCartan (CEIAG and transition co-ordinator)
This document is intended as a guide, to show publicly the Rationale, Aims and Objectives of the Careers Education Information Advice and Guidance Department (CEIAG) of SJBC.
RATIONALE
Prominent in our School Aim for SJBC is the intention to "prepare pupils for adult working life". I believe it logically follows from this that Careers Guidance should play a crucial part in the timetable. The aims and objectives of this department clearly reflect that we want our pupils to leave equipped to face the world confidently, having made wise and informed decisions about their future careers based on sound and accurate knowledge. We hope this department will have adequately facilitated them in making their decisions.
AREAS OF UNDERSTANDING PROMOTED
In careers Education and Guidance pupils are given the opportunity to:
- Get to know themselves better and to be aware of their potential for self-development.
- To be aware of educational training and career opportunities.
- To prepare a Personal Career Plan which will be effective and purposeful.
- To gain some experience in the world of work
SKILLS AND QUALITIES DEVELOPED
Foremost among the skills and qualities encouraged in the Careers Department of
SJBC are:
- Decision Making and Study Skills.
- Social Skills.
- Communication Skills.
- Use of Careers Information.
- Job Seeking Skills.
DEPARTMENTAL AIMS & OBJECTIVES
AIMS OF THE CAREERS AND GUIDANCE DEPARTMENT
Pupils will be encouraged to:
Careers Education aims to help young people develop skills, attitudes, knowledge and the confidence they will need for a variety of adult roles.
Career Guidance provides information and advice on specific options relevant to the individual young person’s interests, aptitudes and aspirations.
The work of the Careers Department incorporates and complements the central aims of the school…
While recognising that Careers Education permeates much of what is done within the school, it should be noted that within its specific area of influence there is an emphasis on development of skills, knowledge and understanding as well as the promotion of the dimension of personal qualities, attitudes and interpersonal skills.
Careers Education and Guidance is about the intentional promotion of the personal, social and career development of the individual.
OBJECTIVES
Careers Education and Guidance is concerned with providing the opportunities for pupils to accomplish the following key learning objectives:
1 KNOWLEDGE, SKILLS AND UNDERSTANDING
a Self Awareness
Pupils should develop a positive concept of themselves, be aware of how others see themselves and recognise opportunities for self-development.
b Life Styles
Pupils should understand how personal and social needs are influenced by the role they play in society.
2 KNOWLEDGE OF OPPORTUNITIES
a Equality of Opportunity
Pupils should know about and understand the concept of equality of opportunity and appreciate that occupational stereotyping and discrimination can apply in respect of such factors as gender, race, Religion, handicap and marital status.
b Legislation
Pupils should have a broad understanding of legislation relating to young people entering the workplace.
c Contact with World of Work
Pupils should have opportunities to have direct contact with workplaces and adults in the form of Work Experience and Focus on Industry Conferences.
d Occupational Awareness
Pupils should know about and understand the broad structure of occupational opportunities at local, national and European levels, and should be able to focus on their own level regarding aptitudes, interests and abilities. They should be able to identify the different paths and strategies for entering the world of work.
e Links Between Curriculum and Choice After 16
Pupils should know about and understand the links between subjects being studied and access to higher or further education training and employment.
f Structure of Industry and Commerce
Pupils should know about the organisational structure of a typical firm and the issues and problems associated with running a small business. They should have some knowledge of job support and job creation agencies.
g Employer/Employee Relations
Pupils should have a broad knowledge and understanding of the history, organisation structure and present roles of trade unions, labour relations agency and employers; associations and should understand the respective rights and responsibilities of employers and employed.
3 SKILLS AND PERSONAL QUALITIES IN RELATION TO CAREER DEVELOPMENT
a Decision Making
Pupils should have some knowledge, understanding and experience of the processes involved in making informed decisions and awareness of the range of factors which may influence them. Pupils should be able to make informed decisions relating to career choice and recognise the need to take responsibility for personal decisions.
b Uses of Sources of Careers Information
Pupils should be able to use a range of sources of careers information and should understand the role of and be able to make use of the facilities offered by the Careers Service.
c Job seeking
Pupils should have a knowledge of sources of information on job vacancies, should be conversant with the job application process and possess a range of skills associated with job applications and interviews.
d Methods of Remuneration
Pupils should understand the difference methods of remuneration for employment and be able to interpret a pay slip.
e Financial Support for Education and Training
Pupils should understand the different types of financial support available for education and training post 16 and be able to identify the range of grants and allowances relevant to their chosen path.
4 ACQUIRE THE SKILLS NECESSARY TO DEVISE, MAINTAIN AND CARRY THROUGH A PERSONAL CAREER PLAN
The objectives may be expressed in terms of Skills. Attitudes, Knowledge and Concepts.
a There should be opportunities for pupils to become involved in:
Skills
Self-presentation Self-confidence Interpretation
Negotiating Evaluation Comparison
Communication Learn from experience Coping with change
Enterprise Information Seeking Problem solving
Decision making Discussion Job seeking
Classification Appreciation Following instructions
Attitudes
Co-operation Perseverance Adaptability Patience
Reliability Tolerance Commitment Independence
Self-discipline Consideration Honesty Initiative
Pride in achievement Quality of work Responsibility
Knowledge
Job information Trade unions Sources of help
Further Education Industrial relations Training initiatives
Higher Education Local opportunities Leisure facilities
Grants National opportunities Equal opportunities
Self Europe Subject relevance to work,
Environment life and hobbies
Concepts
Work ethic Health & Safety Patterns of authority
Communication World of work Leisure
Sequence Unemployment Work preparation
Change Classification Personal development
Choice Attitudes Myself - needs and values
Lifestyles
TEACHING & LEARNING RESOURCES
CAREERS INFORMATION
The full range of relevant and up to date Career information and opportunities are available on shared Google Classroom. This is updated regularly.
CEIAG NOTICE BOARDS
The CEIAG Notice Boards both inside and outside the classroom are a valuable source of communication. The contents should have a positive effect on pupils interest and motivation. Displays will be well maintained, up to date and changed on a regular basis. Every classroom should have a dedicated CEIAG noticeboard.
Responsibilities of the CEIAG department
Responsibilities include:
-Development and provision of a comprehensive Careers Education Programme which shows progression and continuity;
-Liaising with Heads of Departments and the Pastoral Care Team, Curriculum Committee and Senior Management Team to support, guide and monitor appropriate delivery of Careers Education and Guidance as a whole school theme;
-Monitoring the effectiveness of the Careers Programme and, where necessary, making alterations;
-Co-ordinating the input and facilitating the Careers Service of the Training and Employment Agency;
-Providing up to date and easily accessed careers information;
-Co-ordinating out of school careers visits and ensuring that proper preparation and follow-up activities are carried out (KS4)
-Organising a range of visiting speakers for a relevant range of professions, trades, employments agencies and institutions of further and higher education (KS4)
-Organising visits to Careers Conventions, hosting Focus on Industry Conferences, Mock Interviews (KS4)
-Ensuring that each pupil is developing a realistic Careers Action Plan
-Assisting with compiling references and testimonials for present and past pupils;
-Maintaining a standard cumulative record for each pupil in the senior school including information about courses followed and examination results as well as general background information about each pupil.
DELIVERY
Careers is not delivered as a stand alone subject. Rather it is incorporated across all subject areas with particular focus in LLW, PAL and Prince’s Trust. Year 10 and Year 12 pupils also receive additional support in relation to transition arrangements.
Visiting Speakers
A number of visiting speaking often past pupils, will be invited to the school each year to speak to the pupils about specific careers or aspects of employment. Perhaps only a small number of pupils will be interested in the careers described, it is hoped that it will allow the others to make informed, decisions about their future careers. It is hoped that this method will deepen and broaden their outlook.
Year 10 Options - For Key Stage Four
The careers Programme in Year 10 contains a number of lessons which are designed to give information and guidance to pupils about choosing subjects. Pupils get the opportunity to conduct research into the range of options and consequently give feedback on their findings. Throughout the year they formulate their own Personal Career Plan.
The careers teacher and Careers Officer are available to work with pupil, Vice Principal, Form Teacher, Subject Teacher and parent to ensure that each pupil chooses the most appropriate course.
Year 11 and Year 12 - People Hawk
Students in Years 11 and 12 also benefit from discreet weekly Careers sessions, where they explore study and career options using the newly acquired PeopleHawk platform—a powerful digital tool that helps students identify strengths, build CVs, and research future opportunities.
Year 12 Options
Time is spent in giving advice to pupils about the main options:
Each Year 12 pupil has a formal guidance interview with the Careers Officer and provision is made for necessary follow-up interviews. Arising from these interviews pupils are furnished with an individual action plan. The Careers Officer is also available in mid-August when examination results come out, to further assist the pupils with options and to ensure that appropriate paths are followed.
Since 2021-2022 a pathway has been created with local providers (Lismore Comprehensive, St. Ronan’s College Lurgan, St. Patrick’s College Dungannon, St. Patrick’s Grammar Armagh, SRC Armagh, Banbridge, Craigavon and People First/Clanrye). Representatives from the providers listed are invited to speak to Year 12 pupils about possible career pathways. In addition to this, pupils who wish to avail of alternative providers are given support to do so.
Delivery summary
PROGRESSION & CONTINUITY
The curriculum of SJBC is constructed on the principles of breadth, balance, depth coherence and relevance so it can help pupils in every way possible to acquire and develop the skills, knowledge and personal resources needed for the world they live in.
Against this background Careers Education in SJBC is a continuing educational process. We are concerned with developing the whole person. We seek to foster skills, attitudes and abilities in pupils which they will need to chart their path through life with confidence and to be effective in a variety of adult roles and spheres of life. Career Education is a corner-stone in their preparation for life.
The basis for 'progression' and continuity' in Careers Education is clearly laid out in our objectives.
Personal knowledge and development
Self-awareness
Pupils should develop a concept of themselves, be aware of how others see them, recognise the possibilities for self-development and be able to use their developing self-knowledge in relation to choices at 14 and 16 that affect their future careers.
Lifestyles
Pupils should know about and understand how a range of personal and social needs may be met through participation in major social institutions and how the extent of such participation constitutes a lifestyles which may range over time and be affected by choices made at earlier stages.
Knowledge of Opportunities
Equality of opportunities
Pupils should know about and understand the concept of equality of opportunity and appreciate that occupational stereotyping and discrimination can apply in respect of such factors as gender, race, religion, religion, age, disability and marital status.
Legislation
Pupils should have a broad understanding of legislation relating to young people entering the workplace.
Contacts with the world-of-work
Pupils should have opportunities to experience direct contact with workplaces and with adults from the world-of-work.
Occupational Awareness
Pupils should know about and understand the broad structure of occupational opportunities at local, provincial, national and European levels and should be able to relate different types and levels of employment to their own aptitudes, interests and abilities. They should be able to identify the different paths and strategies for entering the world-of-work.
Links between the curriculum and choice after the age of 16.
Pupils should know about and understand the links between subjects being studied and access to higher or further education, training and employment.
Structure of industry and commerce
Pupils should have a general knowledge and understanding of the structure of industry and commerce, the organisational structure of a typical firm and the issues and problems associated with running a small business. They should have some knowledge of job support and creation agencies.
Employer/Employee relations
Pupils should have a broad knowledge and understanding of the history, organisation, structure and present roles of trade unions, professional associations, and should understand the respective rights and responsibilities of employers and employees.
Skills and Personal Qualities in relation to Career Development
Decision Making.
Pupils should have some knowledge, understanding and experience of the processes involved in making informed decisions and an awareness of external factors which may influence them. Pupils should be able to make informed decisions relating to career choices and recognise the need to take responsibilities for personal decisions.
Using sources of careers information
Pupils should be able to use a range of sources of careers information and should understand the role of and be able to use the facilities offered by the Careers Service.
Job Seeking
Pupils should have a knowledge of sources of information on job vacancies, should be conversant with the job application process, and possess a range of skills associated with job applications and interviews.
Methods of remuneration
Pupils should understand the different methods of remuneration for employment and be able to interpret a payslip.
Financial support for education and training
Pupils should understand the different types of financial support available for education and training post-16 and be able to identify the range of grants and allowances relevant to their chosen path. Positive thinking is encouraged in our pupils at all times. We want pupils to make 'the best of their lives' and encourage them to have respect for and be sensitive to the needs of people in our society. We seek to lead pupils to a greater appreciation of the world in which they are about to take their places as citizens. Careers Education is a personal, social, educational and vocational maturing process. We actively encourage pupils to take advantage of choices available to them.
DIFFERENTIATION
In Careers Education - pupils are shown as wide a range of jobs, opportunities to train or avenues of further study as possible. Different pupils have different expectations from life some are highfliers in academic work and some are more suited to vocational study or skilled manual jobs.
The Careers department seek to give accurate and wise advice and assist pupils in making informed decisions. We encourage pupils to be realistic in evaluating their limitations and their potential. We recognise the needs of 'highfliers' and 'low achievers' and actively encourage disciplined study skills.
PASTORAL CARE
The careers department focuses on the personal needs and aspirations of the pupils. Careers and Guidance Interviews are conducted by myself and by the Careers Officers from the Training & Employment Agency. Guidance is proactive and visually on an individual basis.
The Careers Officer and careers department work closely. Before the interview they are informed of the students academic record, attitude to work and any talents or special aptitudes of the students. We would Liaise after the student has left the interview to clarify thoughts and to ensure the best plan had been put in practise.
Careers guidance interviews start with relationship building. Our aim is to foster
- respect
- genuiness
- and empathy
Careful listening is of ultimate importance. Open ended questions are used and there is always reflection back to the pupil to confirm their feelings. I try to answer questions accurately with up to date knowledge and end by discussing what the next step will be. A short honest account of the interview is recorded.
SEN
Provision for pupils with special needs
For young people with Special needs preparing a career involves the same process as for everyone else: that is, thinking about themselves and looking at different jobs and training.
Careers staff need to be aware of:
*over sensitivity from the pupil regarding the difficulties
*unrealistic ambitions
*lack of confidence in abilities
*poor reading ability making it difficult to cope with the mass of information provided
Careers staff need to encourage
*self awareness
*self confidence
Careers staff need to develop in pupils
*the ability to ask questions
*the ability to make choices
Access to careers teacher, careers officer and careers library in addition to timetable periods on request.
Each pupil is different and the strategies used to help them will vary according to individual needs, but certain areas of support can be emphasised
*develop a pro-active approach
*give practical help
*show interest
*be a good listener
*keep up to date
In addition, statemented pupils will be identified and will have the facilities and expertise of the Learning Support Co-ordinator (LSC). Statement pupils who are transitioning will also be advised by the Transition Officer from the Education Authority and the Careers Officer from the Careers Service to inform their future planning.
EQUAL OPPORTUNITIES
Through our study of Careers students should be able to give simple explanations and examples of occupational stereotyping and discrimination along with the practices and attitudes which contribute to them. They should be able to explain the concept of equality of opportunity in practical terms.
Pupils should be able to appreciate that the concepts of occupational stereotyping, discrimination and equality of opportunity apply in respect of such factors as gender, race, religion, age, disability and marital status.
It is of the utmost importance that pupils are aware of the influence of stereotypical attitudes on subject choice and the implications for their future careers.
Pupils should have a broad understanding of legislation relating to young people entering the workplace.
- contract of employment
- health and safety laws
- redundancy
CONTACT WITH PARENTS
CEIAG co-ordinator and careers officer are available at all Parent Teacher meetings and are willing to talk to parents at any stage throughout the year, (by prior arrangement) about their child’s progress or future aspirations. Parents will also be kept up to date of all meetings/events/open days etc by letter and via parent app.
HEALTH & SAFETY
Pupils should take reasonable care during work activities to avoid accident or injury to themselves, other members of staff and pupils. All potential hazards affecting health and safety should be reported, observing all safety instructions and advice issued by the boards or the Education Department.
CAREERS EDUCATION - CROSS CURRICULUM
1 Careers Education aims to help young people develop skills, attitude, knowledge and the confidence they will need for a variety of adult roles.
2 Careers Guidance aims to provide information and advice on specific options relevant to the individual young person’s interests
Every teacher is a teacher of Careers Education.
All teachers formally by being form teachers, Subject teachers and Careers teachers play a part in the formation of attitudes towards future roles.
All teachers informally as role models, as givers of information and advice and as motivators also play a part in the formation of attitudes towards future roles. Teachers must realise this. Careers teachers have a responsibility to encourage teachers to see that each subject has its own special contribution to make to the Careers objectives. This contribution should flow naturally from the work of the subject and should be identified in the departments’ Schemes of Work.
VISITING SPEAKERS
Whenever possible SJBC should arrange guest speakers to visit the school (Especially past pupils). They should aim to talk about their profession; experiences in the world of work; hopes for the future. Also, SJBC encourages visitors from banks, representatives from Universities, nurses and local people from the business world.
Current Careers Provision Overview
https://docs.google.com/document/d/1SGHa_6qSXLplG5cRffG8XkishQfs0pF_7nfdogtVZdU/edit?tab=t.0
|
Year group |
Careers provision |
|
Year 8 |
● LLW – Employability ● Departmental CEIAG Noticeboard ● CEIAG priorities embedded in all SOW ● Pupil Leadership ● Pupil Voice Opportunities ● Sentinus Robotics ● Young Enterprise ● Santander Project- Financial Preparation ● Eco Award Process NI ● Journalism/Media/Creative Writing Club ● STEM and ECO Club ● Cookery Club ● Film making, sound and light production, hospitality and stage management at school show and other such events ● Men’s Shed Initiative and Horticulture Club ● Links with Mayfair Business Centre ● Whole school focus for National Careers Week in March |
|
Year 9 |
● LLW – Employability ● Departmental CEIAG Noticeboard ● CEIAG priorities embedded in all SOW ● Pupil Leadership ● Pupil Voice Opportunities ● 4C UR Future Event – South Lakes, Craigavon ● KAINOS-AWS GET IT Assembly ● Study Skills ● Eco Award Process NI ● Careers in Astronomy Workshop in the Planetarium ● KS3 Christmas Mini-Enterprise Programmes ● Journalism/Media/Creative Writing Club ● STEM and ECO Club ● Cookery Club ● Film making, sound and light production, hospitality and stage management at school show and other such events ● Men’s Shed Initiative and Horticulture Club ● Links with Mayfair Business Centre ● Whole school focus for National Careers Week in March |
|
Year 10 |
● LLW – Employability ● CEIAG priorities embedded in all SOW ● Departmental CEIAG Noticeboard ● Provision during Technology theory classes ● GCSE Transition and Subject Choice Process ● Subject Fair and options booklet ● Parental meetings ● Young Enterprise Workshops ● Amazon Web services- Get-It Programme ● BT Young Scientist ● NICILT Employability Workshop for Modern Languages ● Business Enterprise Competition- Francofest ● Business Enterprise Competition- Hispanofest ● NICILT - 2 Languages for Employability Live Webinars for Year 10 ● Eco Award Process NI ● STEM Research Action Project ● MEGA Careers Workshop ● KS3 Christmas Mini-Enterprise Programmes ● Credit Union partnership ● Journalism/Media/Creative Writing Club ● STEM and ECO Club ● Cookery Club ● Film making, sound and light production, hospitality and stage management at school show and other such events ● Cyber Security Strategy ● Amma Centre project links ● Men’s Shed Initiative and Horticulture Club ● Links with Mayfair Business Centre ● Whole school focus for National Careers Week in March |
|
Year 11 |
● PAL/ Price’s Trust or LLW is accessed by all students and all 3 address CEIAG ● Work experience ● CEIAG advice and guidance at departmental level ● Departmental CEIAG Noticeboard ● Study Skills Workshop ● Princes Trust Enterprise Challenge ● Business Lecture run by CIDO in Seagoe ● Princes Trust Enterprise Challenge ● Guest speaker- P O’Hare on Entrepreneurship ● UTV Media and Film Project ● BT Young Scientist ● Hairdressing Introduced as KS4 option ● Future Chef Competition ● Craigavon Bake-off Competition ● GPA representatives host talks to discuss their roles and opportunities for careers within sport ● Gael Fast representatives host talks to discuss their roles and opportunities for careers within sport ● Royal Society for Engineering Talks and CEAIG projects ● Manufacturing Growth and Advancement Talks ● Trips to McCloskey and Nugent Construction ● Trips to Industrial Kitchens ● Trips to Hairdresser and Beautician Salons ● MEGA Careers Workshop ● Millennium Art Gallery- Talks/Projects/Workshops ● Journalism/Media/Creative Writing Club ● STEM and ECO Club ● Cookery Club ● Film making, sound and light production, hospitality and stage management at school show and other such events ● Amma Centre project links ● Cyber Security Strategy ● Links with Mayfair Business Centre ● Whole school focus for National Careers Week in March |
|
Year 12 |
● PAL/ Price’s Trust or LLW is accessed by all students and all 3 address CEIAG ● Work experience ● CEIAG advice and guidance at departmental level ● Departmental CEIAG Noticeboard ● Careers fair- Schools Summit – Lisburn ● Careers officer completing Career Interview ● Work experience ● Personal Economics Workshop ● CEIAG Assemblies-Careers Advisor ● Financial Literacy and Accountability Programme delivered by Citi Group (will be expanded across all year groups) ● Bring-IT on Workshops ● Princes Trust Enterprise Challenge ● UTV Media and Film Project ● Conference Calls and assemblies with Travel and Tourism Industry Managers ● Past pupils return to give talks on chosen Post 16 and Career Pathways ● People First Talks ● Start 360 talks ● Future Chef Competition ● Craigavon Bake-off Competition ● GPA representatives host talks to discuss their roles and opportunities for careers within sport ● Gael fast representatives host talks to discuss their roles and opportunities for careers within sport ● Royal Society for Engineering Talks and CEAIG projects ● Manufacturing Growth and Advancement Talks ● Trips to McCloskey and Nugent Construction ● Trips to Hairdresser and Beautician Salons ● MEGA Careers Workshop ● Millennium Art Gallery- Talks/Projects/Workshops ● Film making, sound and light production, hospitality and stage management at school show and other such events ● Cyber Security Strategy ● Links with Mayfair Business Centre ● Whole school focus for National Careers Week in March |
Linking curriculum learning to careers
https://docs.google.com/spreadsheets/d/1MSrGO1woEPIs63cPZipukE_qHWfUDC4whhOx7bJed5E/edit?gid=0#gid=0 - Current careers provision across subject areas.
Lessons about the skills and values required across different industry sectors. This is delivered within departments, through careers provision (careers interviews, departmental guest speakers, staff advice, new courses, STEM project, MEGA project)
Responses to Current Labour Market Requirements