phase 1
- Being aware of people who can help them
- Being willing to try something new
- Discovering the jobs that help the school run
- Identifying what clothes and equipment people wear in their jobs
- Enjoying work-based role-play
- Being willing to keep going and not give up
- Play and inventing imaginary jobs
- Being aware of other people
- Being aware that other people can help meet their needs
- Being aware of work that happens in their home
- Being recognised when they have done something to help others
- Knowing when to rest
- Seeing when work/jobs are depicted in a story
- Exploring things that people do indoors and outdoors
- Feeling happy when they have learned something new
- Feeling positive about who they are
- Being able to identify the subjects and topics that they are learning about
- Describing tasks that they have carried out
- Exploring the decisions that characters make in stories
- Recognising when they have achieved something
- Developing the ability to participate in social play involving imagined workplaces
- Exploring and playing with money
- Have some awareness of reward
- Recognising different people that help us
- Recalling something that they have experienced or achieved
- Recognising jobs that involve harvesting, making, providing a service or finding out
- Being able to identify jobs that they think are similar
- Explore different possibilities through activities, stories, and role play
- Imagine different possibilities about who they could become
- Being able to carry out a delegated task
- Meet a visitor
- Helping others
- Exploring going from home to school
- Recognising things that people use to help them work
phase 2
- Being confident to request help
- Being aware that jobs are made up of tasks
- Exploring what people do who jobs involve caring for children or keeping them safe
- Being aware of how what they learn will help them in life
- Thinking about their strengths
- Recognising that they and other people like to choose the work they do
- Being aware that choice and opportunity make careers possible
- Looking forward to what they are going to learn next
- Recognising their achievement when they have learnt something new, even if they found it difficult
- Identifying jobs that they haven’t seen before
- Thinking about jobs that might exist in the future
- Being able to describe their needs
- Responding to trusted adults who can help them to identify their needs
- Recognising the contribution they make to the work that is done in the home
- Exploring the concept of rewards
- Recognising that there are different kinds of rewards
- Being aware of how work is portrayed in stories
- Being aware of themes in a story
- Recognizing that the way work is shown in stories is not always accurate
- Being able to consider whether they can believe something they have seen, heard or read
- Recognising success in learning
- Exploring what they have experienced and achieved
- Being able to explain their views jobs
- Being able to explain what interests them about a job
- Explain what they like to do and enjoy doing in school
- Describe a goal or a target they are working towards
- Making a plan to help them achieve something that they want to do
- Trying different ways to solve a problem
- Trying something else when a first idea doesn’t work
- Choosing what they want to achieve
- Reflecting on what they have achieved
- Being aware of how to communicate with people
- Exploring how people relate to each other
- Being aware of the difference between work and rest
- Recognising that they can help keep themselves safe in school
- Recognising that they can help keep other people safe in school
- Being aware of where money comes from
- Be aware of how some technology can help us
- Explore the benefits and drawbacks of technology
- Consider whether what they have heard, seen or read can be believed
- Show a willingness to challenge yourself
- Being positive about people whose identities and backgrounds are different to their own
- Investigating the clothes that people wear to work
- Exploring uniforms
- Being able to explain what interests them about certain jobs
- Classify some sets of jobs
- Recognising that some decisions have consequences
- Being able to think about “pros” and “cons”
- Being able to make a positive contribution in a group play activity, teamwork situation, or group job
- Being able to take on different roles in group play or teamwork
- Think about questions that they would like to ask a visitor
- Explain what they found out from a visitor
- Being aware that people’s work changes in their life
- Start to understand the concept of wellbeing
- Recognise barriers and opportunities
- Make decisions about spending, saving and budgeting
- Explore what people do in work
- Explore the work people do in the school environment
- Explore jobs that people to do help each other
- Explore jobs and ways of working that help protect the environment
- Explore how to keep themselves from being harmed at work
phase 3
Unit 1A: What is a job and what is good about having one?
- What is a career / work / job?
- The good things about getting a job
- Pay and benefits that can come with a job
- How would I feel when I work?
Pupils will increase their understanding of what it means to work, including the benefits and challenges involved.
Objectives
- Understand a range of extrinsic and intrinsic benefits that results from having a job
- Understand the distinction between work, jobs and careers
Additional Careers Context
In their Additional Careers Context, students will be introduced to the differences between salaries and wages, but their main focus will be on understanding that the character strengths that the school encourages and values are also employability skills.
Unit 1B: What might affect finding and having a job?
- Challenges that can be controlled
- Challenges that influence finding a job
- Role models to help overcome challenges
- Things that affect which job you choose
- Understanding the language of work
- What is career development?
Objectives
- Explore and understand how they might feel in pursuing and maintaining employment
- Understand some of the challenges faced in pursuing and maintaining employment
- To learn some strategies for overcoming some initial challenges in pursuing and maintaining employment
Additional Careers Context
Students will begin to understand some concepts or information about the future labour market and employability skills
They will be introduced to the ‘future labour market’ and how to recognise (and use) workplace or organisational values in choosing a career or job.
Through these sessions, they will understand that the character strengths of compassion are also employability skills.
Additional Careers Context
Work / Life Balance
In their Additional Careers Context, students will consider the fact that careers decisions are about choosing how a job might impact their wider life. For example, they will think about the impact of travel, different working environments and where they would like to work.
Through these sessions, they will understand that the character strengths of motivation and resilience are also employability skills. They will also learn that careers decisions need to consider more factors than simply the wage or job title.
Additional Careers Context
Values in the Workplace
In their Additional Careers Context, students will consider the role that integrity plays in choosing their careers, and also think about the role that stress can play in a career.
Through these sessions, they will understand that the character strengths of resilience, communication and integrity are also employability skills.
Unit 2B: What sort of jobs are there for me?
- What jobs will there be in the future
- What types of jobs are there?
- What type of career can you start yourself?
Objectives
- To learn about a range of careers that are, or could be, available
- To understand and practise different ways to find out more about different jobs that are available
- To learn about some of the support and challenges of working for yourself
- To display an awareness of how your knowledge can help you and others in finding employment
Additional Careers Context
How to Think About Careers
In their Additional Careers Context, students will consider their own interests and what future careers they might like to explore. In addition to this, they will be looking at the different types of employment including full/part time, self-employment, flexitime, and job shares.
Unit 2A: What sort of help do I need to ask for?
- What sort of help will I need at work?
- How to ask for help at work
- How I can help myself at work
- How we can help each other get jobs
Objectives
- To understand some means of support in the workplace and to learn how to access them
Additional Careers Context
Understanding a Range of Options on the Learning Journey
In their Additional Careers Context, students will gain a fuller understanding of the key terms that they will come across during their career journey at Milestone Academy. This includes sessions focussed on defining college, university, apprenticeships and having the opportunity to talk in small groups with our older students and understand what is coming up later in their educational journeys.
Additional Careers Context
Impact of Technology on Employment
In their planned Additional Careers Context, students will learn about the impact of technology on different careers. They will focus on the automation of certain job roles and learn about the need to be agile in their future careers, along with the value of continuing professional development.
Additional Careers Context
Rights Within the Workplace
In their planned Additional Careers Context, students gain a greater understanding of the world of work. They will be introduced to what is involved when calling in sick to work and how this might affect pay, or might need supporting documentation. They also look at disability rights in the workplace and are introduced to the concept of reasonable adjustments following the Equality Act 2010.
Unit 2C: How can I find out more about jobs?
- Using the internet to find out more
- Using career cards to find out more
- Talking to specialists to find out more
- What do I already know about careers?
Objectives
- To understand and practise different ways to find out more about the different jobs available
- To learn more about some of the support and challenges of working for yourself
- To display an awareness of how your knowledge can help you and others in finding employment
Additional Careers Context
PSHE and Careers
In their planned Additional Careers Context this term, students will be focusing on activities that support the PSHE content that is being delivered. This includes examples of LGBTQ+ workplace diversity schemes and the Stonewall top-ranked employers.
Launch Work Shadowing Day
Work Shadowing Day will be in Term 6 and offers our students the opportunity to accompany a family member to work for a day to gain first-hand experience of a workplace. In this session, students are introduced or reminded about what the day involves and parents/carers are informed of this valuable opportunity for their child.
Unit 3B: What do I want to do?
- Do I have a favourite type of career?
- Which job is for me? My Career Goal
Objectives
- To learn how to choose a career that is best suited to their skills and motivations
Additional Careers Context
Work / Life Balance
In their planned Additional Careers Context, students explore the role that work/life balance has in our careers and how the wage or salary is not the only consideration to make when deciding on a career. We will also introduce the role that occupational health professionals make to supporting individuals in their access to work.
Unit 3A: Who am I?
- Career Development
- What am I interested in?
- What is motivation?
- What do I not want to do?
- What am I really good at?
Objectives
- To understand the importance of looking at careers in relation to their interests and abilities
Additional Careers Context
Preparing for Decisions
In their Additional Careers Context, students will consider their own interests and In term 5, our focus is helping students to understand the transition that will happen over the next year. We will look at the difference between vocational and academic routes, how and why we choose accreditations and how they can best use students to prepare themselves to choose.
Unit 3C: How do I plan for what I choose?
- What is a plan?
- Why is planning important?
- How do you plan for a career?
Objectives
- To understand the importance of planning and setting targets for careers
- To learn how to set targets and plan for their own career
- To learn how to develop a portfolio that shows off their work-related skills and abilities
Additional Careers Context
Stereotypes in Careers
In their planned sessions, students will explore their preconceptions about careers sectors in advance of choosing or taking part in their accreditation options. They will explore the impact of stereotypes on individual career choices, as well as understanding that a range of careers can exist within a sector beyond the ones they may initially think of.
Unit 2C: How can I find out more about jobs?
- Using the internet to find out more
- Using career cards to find out more
- Talking to specialists to find out more
- What do I already know about careers?
Objectives
- To understand and practise different ways to find out more about the different jobs available
- To learn more about some of the support and challenges of working for yourself
- To display an awareness of how your knowledge can help you and others in finding employment
Additional Careers Context
Exploring Career Sectors
In their planned Additional Careers Context, students will have the opportunity to explore the different careers within specific sectors that relate to the accreditation or subject options on offer. This term, they will cover using maths in jobs related to sustainability, creative careers and the TV and film industry in Kent.
Unit 4A: What do I tell employers about myself?
- What training do I want when I have a job?
- What to say on a great CV
- Activities that help me stand out when I interview?
- What does the internet tell my boss about me?
Objectives
- To understand that career development continues even after you get a job
- To understand what people can see about you on the Internet and that employers look at it
- To learn what to put a CV that makes you stand out from other candidates
Additional Careers Context
National Apprenticeship Week
Students will take part in a range of activities during progress time where they explore what apprenticeships are, the different levels that are available and get some advice on how to choose an employer.
Unit 4B: Different skills to help me achieve
- Making sure I am clean
- Feeling good about myself at work
- Working together to achieve a goal
- The importance of speaking and listening at work
- Being able to speak in front of lots of people
- Making sure I am organised
- Knowing how to use a phone a phone at work
Objectives
- To learn an important range of work-related skills employers find very important
Additional Careers Context
Entrepreneurship Challenge
Students will undertake an entrepreneurship challenge across their planned sessions, and have the opportunity to understand the different elements involved in being self-employed.
Additional Careers Context
Planning for Transition
In term 6, students prepare for the next stage in their career journey and the transition to Key Stage 4. Sessions include a more in-depth look at how they will be supported through their accreditations and exams, what happens after, and also have the opportunity to complete some action plans their goals
Additional Careers Context
How to Use an Open Evening
Students explore the purpose of open evenings, how to prepare for them and how to follow up any questions they may have after attending them. During this term, they are also given copies of KCC’s choices magazine with guidance about making choices and a list of local post-16 providers’ open evenings.
Unit 2C: How can I find out more about jobs?
- Using the internet to find out more
- Using career cards to find out more
- Talking to specialists to find out more
- What do I already know about careers?
Objectives
- To understand and practise different ways to find out more about the different jobs available
- To learn more about some of the support and challenges of working for yourself
- To display an awareness of how your knowledge can help you and others in finding employment
Additional Careers Context
Exploring Career Sectors
In their Additional Careers Context, students will have the opportunity to explore the different careers within specific sectors that are related to their learning and subject options on offer. In term 4, this includes STEM, languages, IT and digital.
Additional Careers Context
Revision of Post-16 Options
In their Additional Careers Context this term, students look at the different options available to them before they start making applications. Options covered in the sessions include: a reminder of the different course levels and what they mean; different pathways, supported internships, apprenticeships, and other routes that they might explore at Key Stage 5.
Additional Careers Context
Entrepreneurship Challenge
Students will undertake an entrepreneurship challenge across their planned sessions over the next two terms, and have the opportunity to understand the different elements involved in being self-employed.
Additional Careers Context
Entrepreneurship Challenge
Students will undertake an entrepreneurship challenge across their planned sessions over the next two terms, and have the opportunity to understand the different elements involved in being self-employed.
Reflections on Entrepreneurship Challenge
- Students will present to families, staff and visitors about what did they in their entrepreneurship challenge, and whether they had to overcome any challenges.
- Students should “dress for success” and model what they have been learning about workplace/interview skills
phase 4
Additional Careers Context
Post-18 Career Considerations
In their weekly Additional Careers Context, students are taken through a variety of relevant issues such as maintaining professional networks, understanding the value of diversity in the workplace and an update on changes to the local labour market. They are also offered supportive conversations about their progress towards completing their UCAS applications.
Unit 3C: How do I plan for what I choose?
- What is a plan?
- Why is planning important?
- How do you plan for a career?
Objectives
- To understand the importance of planning and setting targets for careers
- To learn how to set targets and plan for their own career
- To learn how to develop a portfolio that shows off their work-related skills and abilities
Additional Careers Context
Individual Planning
In term 2, the focus is on students working on their own goals and individual plans with support from the sixth form team. They might be researching apprenticeship opportunities (and even starting applications) or working on their continual professional development through searching for work experience, and where applicable updating their CVs. Central to this process is their individual action plans, which they review each week.
Assembly
National Apprenticeship Week
This week the sixth form will have a talk from a local/national apprenticeship provider. Speaker is TBC and will be updated.
This event forms part of our Provider Access arrangements for this year group.
Unit 4B: Different skills to help me achieve
- Making sure I am clean
- Feeling good about myself at work
- Working together to achieve a goal
- The importance of speaking and listening at work
- Being able to speak in front of lots of people
- Making sure I am organised
- Knowing how to use a phone a phone at work
Objectives
- To learn an important range of work-related skills employers find very important
Additional Careers Context
Ready for Next Steps
In these sessions, students will learn about how to approach interviews as well as the STAR structure for answers to typical questions (e.g. ‘Tell me about a time when you have dealt with a conflict’).
We also look at what happens on results day including processes and how to get support. We then review intended destinations and any additional support that is needed.
Unit 5A: What do I do when I apply for a job?
- Where do I find a job?
- What are employers looking for?
- How do I write a great CV?
- Practice applying for a job
Objectives
- To understand each step along the job application process
- To learn and practise the skills required for an effective job application process
Unit 5B: What do I do when I interview for a job?
- What is an interview?
- What happens at an interview?
- What do I need to know for an interview?
- Practice interviewing for a job
Objectives
- To understand the interview process
- To learn and practise the skills required for an effective interview procedure
Unit 4A: What do I tell employers about myself?
- What training do I want when I have a job?
- What to say on a great CV
- Activities that help me stand out when I interview?
- What does the internet tell my boss about me?
Objectives
- To understand that career development continues even after you get a job
- To understand what people can see about you on the Internet and that employers look at it
- To learn what to put a CV that makes you stand out from other candidates
Additional Careers Context
Recruitment and Selection Processes: CV Writing
Students will be working on revised drafts of their CVs with support from a local employer’s HR and Talent Acquisition team (employer TBC). These local employers are donating their time and expertise in an assembly to students before they are charged with building their CVs in a series of morning progress time sessions.
Unit 5A: What do I do when I apply for a job?
- Where do I find a job?
- What are employers looking for?
- How do I write a great CV?
- Practice applying for a job
Objectives
- To understand each step along the job application process
- To learn and practise the skills required for an effective job application process
Additional Careers Context
Students in Post-16 provision will prepare a workshop (for presentation in Term 4), information session, or other form of presentation to students in Key Stage 3 and 4 about how to apply for and interview for a job.
Veterans and Careers
As part of Remembrance Week, students will consider the secondary careers that veterans often choose and why. They will look at different roles within the armed forces and how these choices can prepare a person for other career sectors and roles. This is an important part of helping our students to understand that their career is a journey and that different life events and priorities might mean they need to adapt and show creativity and resilience.
Unit 5B: What do I do when I interview for a job?
- What is an interview?
- What happens at an interview?
- What do I need to know for an interview?
- Practice interviewing for a job
Objectives
- To understand the interview process
- To learn and practise the skills required for an effective interview procedure
Additional Careers Context
Students in Post-16 provision will prepare a workshop (for presentation in Term 4), information session, or other form of presentation to students in Key Stage 3 and 4 about how to apply for and interview for a job.
Sixth Form Careers Presentations
Students in Post-16 provision will present their workshops, etc. to students in Phase 3 about how to apply for and interview for a job.
The presentation must be well-rehearsed, and include resources and examples. Students must model what they are saying (eg: they should dress for an interview)
Opportunities for employer encounters, provider access visits, and community participation.
Opportunities for employer encounters, provider access visits, and community participation.
Additional Careers Context
What is Labour Market Information (LMI)?
Students will discuss the top 10 key employment sectors in Kent and explore what job opportunities that might lead to in our local area.
Additional Careers Context
Digital Careers
In this term’s Additional Careers Context, students learn about different digital tools that are used in recruitment and interview practices, especially following the impact of the pandemic. This includes online application (and AST), aptitude tests, video interviews and online assessment centres/group interviews.
Additional Careers Context
Types of Work Experience: Advantages and Disadvantages
In their weekly Additional Careers Context, students are encouraged to evaluate the pros and cons of different types of work experience, including trips and visits, conversations, volunteering, webinars and virtual and in-person work experience placements.
Unit 4A: What do I tell employers about myself?
- What training do I want when I have a job?
- What to say on a great CV
- Activities that help me stand out when I interview?
- What does the internet tell my boss about me?
Objectives
- To understand that career development continues even after you get a job
- To understand what people can see about you on the Internet and that employers look at it
- To learn what to put a CV that makes you stand out from other candidates
Additional Careers Context
Recruitment and Selection Processes: CV Writing
Students will be working on first drafts of their CVs with support from a local employer’s HR and Talent Acquisition team (employer TBC).
These local employers are donating their time and expertise in an assembly to students before they are charged with building their CVs in a series of morning progress time sessions.
Unit 4C: Knowing different people to help me achieve at work
- What is my network?
- How do I use my network?
- How do I build my network?
- Everyone can help each other
Objectives
- To learn an important range of work-related skills employers find very important
- To understand the importance of networks and learn how to use your own network and a wider range of people
Enterprise Challenges
Additional Careers Context
Diversity in the Workplace
In their Additional Careers Context, students will be introduced to the Equality Act (2010), protected characteristics and the value that diversity can bring to a workplace.
Through these sessions, they will understand that the character strengths of compassion, open-mindedness and respect are also employability skills.
Additional Careers Context
Rights in the Workplace
Building on their character work on the importance of communication and integrity, students explore disability rights, and what support is available if we are treated unfairly at work, including arbitration services like ACAS. These sessions support prior and current PSHE learning around relationships and conflict resolution.
Additional Careers Context
Revisiting Work / Life Balance
In these sessions, students will reflect on how career decisions are about choosing, and how having a job will impact their wider life. For example, they will think about the impact of travel, different working environments and where they would like to work, as they have done previously, but they will also think about the balance between working time and leisure time, the impact on families, and how to speak to your employer if you feel that your work-life balance is not appropriate.
Through these sessions, they will understand that the character strengths of motivation and resilience are also employability skills. They will also learn that career decisions need to consider more factors than simply the wage or job title.
Additional Careers Context
Revisiting Stereotypes in Careers
In these sessions, students will revisit earlier learning about preconceptions about careers sectors in advance of choosing or taking part in their accreditation options.
They will reflect on the impact of stereotypes on individual career choices, as well as understanding that a range of careers can exist within a sector beyond the ones they may initially think of, and consider how they can – where possible – combat these.
Students should have a complete careers portfolio, with an emphasis on their skills, knowledge and experience, which can support them in an interview or application situation.
Dedicated time for work experience, employer encounters, provider access, community participation. Students may also be using this time to complete examinations, qualifications or accreditations for their portfolio.
Students should have a complete careers portfolio, with an emphasis on their skills, knowledge and experience, which can support them in an interview or application situation.
Dedicated time for work experience, employer encounters, provider access, community participation. Students may also be using this time to complete examinations, qualifications or accreditations for their portfolio.