Careers at Life Skills Manor

Careers Vision

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.

Careers Road Map

Useful Links

The Gatsby Benchmarks

Labour Market Information

Download our Careers policy

Virtual Tour (ebpkentvirtualtours.co.uk)

Careers Road Map

	Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Mercury	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
Mars	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’?
Neptune	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
Saturn	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	CV writing The right career for me Work experience Applying for jobs Rights and responsibilities in the workplace Earning and saving Avoiding debt
Jupiter	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.

Image of Life Skills Manor Careers Learning Journey

Careers Objectives

To ensure that all students at the school receive a stable careers programme
The Careers programme should be individual and address the needs of each student
To link the curriculum learning to careers learning
To provide students with a series of encounters with employers and employees
To provide students with the opportunity to experience workplace(s)
To ensure that students have an opportunity to encounter with further and higher education
To provide each student with the opportunity to receive personal guidance

External Provider

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.

Useful Links & Careers Support Groups

Education Business Partnership Kent

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.	Every school should have a stable, structured careers programme that has the explicit backing of the senior management team, and has an identified and appropriately trained person responsible for it. The careers programme should be published on the school’s website in a way that enables pupils, parents, teachers and employers to access and understand it. The programme should be regularly evaluated with feedback from pupils, parents, teachers and employers as part of the evaluation process.
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.	By the age of 14, all pupils should have accessed and used information about career paths and the labour market to inform their own decisions on study options. Parents should be encouraged to access and use information about labour markets and future study options to inform their support to their children. Labour Market Information by CXK
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.	A school’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations. Schools should keep systematic records of the individual advice given to each pupil, and subsequent agreed decisions. All pupils should have access to these records to support their career development. Schools should collect and maintain accurate data for each pupil on their education, training or employment destinations.
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.	By the age of 14, every pupil should have had the opportunity to learn how the different STEM subjects help people to gain entry to, and be more effective workers within, a wide range of careers.
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.	Every year, from the age of 11, pupils should participate in at least one meaningful encounter* with an employer. * 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.	By the age of 16, every pupil should have had at least one experience of a workplace, additional to any part-time jobs they may have. By the age of 18, every pupil should have had one further such experience, additional to any part-time jobs they may have.
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.	By the age of 16, every pupil should have had a meaningful encounter* with providers of the full range of learning opportunities, including Sixth Forms, colleges, universities and apprenticeship providers. This should include the opportunity to meet both staff and pupils. By the age of 18, all pupils who are considering applying for university should have had at least two visits to universities to meet staff and pupils. * 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.	Every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18.

Careers at Life Skills Manor

Careers Vision

Careers Road Map

Careers Objectives

External Provider

Useful Links & Careers Support Groups

Education Business Partnership Kent

EKC Group

National Careers Service

CXK

The Education People

Kent Choices

Kent Supported Employment

Education for Young People with SEND

Target Careers

The Gatsby Benchmarks Appendix 1

Labour Market Information from CXK