To deliver a double-stranded curriculum that is essentially skills based with the inclusion of core academic subjects.’ The double-stranded curriculum at Life Skills Manor is designed with careers and destinations in mind.
All students receive career-based interventions and are taught vital skills that contribute towards a successful future. A bespoke offering to meet each individual student's career path is available through guided one to one mentoring and meetings with specific organisations within the students sector of interest.
Students are also exposed to a wide range of career options to ensure they are open to new ideas and potential pathways. This is set up with the external support of The Education Business Partnership and local organisations who offer taster sessions and workshops for the students.
The school will base its careers provision around the Gatsby Benchmarks. A summary of these can be seen in Appendix 1.
| TERM | GATSBY | INTENT | MERCURY | MARS | NEPTUNE | SATURN | JUPITER |
|---|---|---|---|---|---|---|---|
| 1 | 2,3,8 | Grow Throughout Life Grow throughout life by learning and reflecting on yourself, your background, and your strengths. |
Who am I? | What are my interests? | What are my skills? | Reflecting on my career journey, past, present and future. | What are my employability skills? |
| 2 | 2,7 | Explore Possibilities Explore the full range of possibilities open to you and learn about recruitment processes and the culture of different workplaces. |
Exploring possibilities: dream jobs. | Job applications: superhero CVs. | What comes after school: the main learning pathways. | Exploring employer profiles. | Post 16 – Choices. |
| 3 | 2,7,8 | Manage Career Manage your career actively, make the most of opportunities and learn from setbacks. |
What is a career? | Challenges and rewards of work. | Decision making: choosing what to study at KS4. | What type of career is best for me? | Decision making: choosing your post-16 pathway. |
| 4 | 2,6,7 | Create Opportunities Create opportunities by being proactive and building positive relationships with others. |
What is an entrepreneur? | Creating the life you want: making a vision board. | Taking control of your career journey. | Preparing to go on work experience. | Researching volunteering and paid work. |
| 5 | 2,3,6,7 | Balance Life and Work Balance your life as a worker and/or entrepreneur with your wellbeing, other interests and your involvement with your family and community |
What is a work-life balance? | What does success mean to me? | Working and earning: managing your money. | Well-being in the workplace. | Money talks: apprenticeships vs higher education. |
| 6 | 2,3,6 | See the Big Picture See the big picture by paying attention to how the economy, politics and society connect with your own life and career. |
Careers and the future. | Careers and the climate. | What is the labour market and why is it important? | In person, hybrid or remote. What works best? | Is AI a threat to our jobs? |
Life Skills Manor use Education Business Partnership as their main external provider. This includes one careers session a month with EBP careers mentors where students take part in a variety of activities, workshops and tasks, a virtual platform students can access anytime and a vast range of exposure to a variety of employers.
| 1. A stable careers programme | Every school and college should have an embedded programme of career education and guidance that is known and understood by students, parents, teachers, governors and employers. |
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| 2.Learning from career and labour market information | Every student, 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. |
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| 3.Addressing the needs of each student | Students have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each student. A school’s careers programme should embed equality and diversity considerations throughout. |
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| 4.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. |
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| 5.Encounters with employers and employees | Every student 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. |
* 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. |
| 6.Experiences of workplaces | Every student 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. |
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| 7.Encounters with further and higher education | All students 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. |
* A ‘meaningful encounter’ is one in which the student has an opportunity to explore what it is like to learn in that environment. |
| 8.Personal guidance | Every student 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. |
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