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 1||Term 2||Term 3||Term 4||Term 5||Term 6|
What is a career?
Using the internet responsibly for work (inc. keeping safe online) Developing our resilience
Setting targets for the future
Achieving our goals
My skills and interests
Playing and working together
|Effective communication||Interpersonal skills–self-confidence, persistence, open-minded (to change), time management, self-discipline||Job research and explore||VISIT and follow up discussion|
STEM career engagement - community link
Types of careers
How our personal strengths will affect our career choices.
Managing emotions in relation to employment aspirations
Jobs in the pubic/ private sector
Teamwork in the workplace Entrepreneurs
Budgets and saving
|EBP virtual platform to research occupations and training requirements||Team building - how to maximise performance in a team - key aspects||EBP activity including follow up evaluation and actions||Aspirations linked to careers||
Visits and follow up discussion and actions
Rights and responsibilities
What are ‘Human Rights’?
Personal and social career related preparation e.g., interview-based activities
Workplace skills and learning from entrepreneurs
|Relationship between lifestyle, learning and earning||
Subject options linked to careers
Developing interpersonal skills Preparing for a job interview Growth mindset to achieve Coping with stress Managing anxiety
|Careers mentor meeting - future steps||
Mock interviews – internal
Mental health and keeping relaxed
|Trips to places of work as face-to-face research|
Personal potential barriers and how to overcome them.
Being kind and treating people fairly.
|Mock interviews - external||EBP virtual platform to research occupations and training requirements||Guest speakers and follow up||Trips to places of work as face-to-face research||
The right career for me
Applying for jobs
Rights and responsibilities in the workplace
Earning and saving Avoiding debt
Am I ready? Analyse and highlight areas for improvement.
Self-discipline to achieve Self- confidence and setting goals
|Work experience – Follow up discussion||Guest speaker/s and follow up analysis||Confidence builder||Exit route interview||Next steps having fully prepared|
|Areas highlighted in green are delivered during Life Skills Lessons, external sessions, and tutor time. Non-highlighted areas are delivered during PSHE lessons.|
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.||
|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.||
|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.||
|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.||
|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.||
|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.||