Implementation

Measurable outcomes:

1. Students have been introduced to their digital careers resource on Unifrog
2. Students have identified their personal traits, strengths and skills
3. Students have been introduced to SMART targets and the importance of reflection and review

What this looks like:

• Our Feeling Good; Being Me approach, together with our Extended Provision curriculum, aims to help students to understand more about themselves (self-development), know where to look for useful information (careers exploration) and plan for their career (career management).
• All Y7 students take part in FOYF assemblies.
• All students take part in one additional drop-down session per year
• All students are introduced to the Unifrog platform.
• Selected students participate in additional FOYF activities e.g. 'Giant Tetrahedron building'.
• All students are encouraged to access the FOYF resources available at break and lunchtime in our dedicated FOYF resource area and our library.
• All students receive curriculum led FOYF Drop Down Day, involving input from Higher Education, the Apprenticeship Hub, external volunteers from local employers, and a large financial institution (e.g. HSBC / Virgin Money).
• All students take part in developing ideas for charity fund-raising and in problem-solving.

Measurable outcomes:

1. Students can explicitly link their curriculum learning to a wide range of careers
2. Students can describe key employability skills
3. Students can explain the importance of STEAM subjects and their links to a wide range of careers

What this looks like:

• Our Feeling Good; Being Me approach, together with our Extended Provision curriculum, aims to help students to understand more about themselves in terms of employability skills (self-development), know more about enterprise (careers exploration) and see the relevance of their learning to career choices (career management).
• All Y8 students take part in FOYF assemblies.
• All students complete work experience as student receptionists and Lawnfest festival planners.
• All students attend a FOYF fair with opportunities to explore different employment sectors through encounters with many different employers; to identify opportunities in FE and HE; to learn about apprenticeship opportunities; to encounter the armed / public services.
• All students take part in one additional drop-down session per year.
• All students are encouraged to use the Unifrog platform to explore careers.
• All students engage in: ‘What's my job?’ (Hot seat interviews with a range of external visitors) in English.
• Selected students participate in additional FOYF activities: e.g. ‘GirlTech’.
• All students receive curriculum led FOYF education across all schemes of learning.
• All students are encouraged to access the FOYF resources available at break and lunchtime in our dedicated FOYF resource area and our library.
• All students engage in a FOYF Drop Down Day, involving input for Higher Education, the Apprenticeships Hub, external volunteers from local employers, and a large financial institution (e.g. HSBC / Virgin Money).
• All students take part in developing ideas for charity fund-raising and in problem-solving.

Measurable outcomes:

1. Students can identify how to stand up to stereotyping and discrimination
2. Students are aware of labour market information and how it may be useful to them
3. Students can make the most of digital and face-to-face CEIAG to prepare for GCSE Options

What this looks like:

• Our Feeling Good; Being Me approach, together with our Extended Provision curriculum, aims to help students to understand more about themselves in terms of equality and diversity (self-development), know more about subject links to careers (careers exploration) and think carefully about their KS4 option choices (career management).
• All Y9 students take part in FOYF assemblies.
• All students attend a FOYF fair with opportunities to explore different employment sectors through encounters with many different employers; to identify opportunities in FE and HE; to learn about apprenticeship opportunities; to encounter the armed / public services.
• All students take part in one additional drop-down session per year.
• All students are encouraged to use the Unifrog platform to explore careers available in our region and nationally.
• All students are encouraged to engage with Virtual Work Experience opportunities, via Unifrog, and other providers.
• All students take part in Options assemblies, supported by tutor conversations, to ensure suitable choices for smooth transition to KS4. Most students, along with their parents, engage in our Options Evening to support fully-informed decision-making.
• Selected students participate in additional FOYF activities: e.g. ‘Eric Wright Water Challenge’.
• All students are encouraged to access the FOYF resources available at break and lunchtime in our dedicated FOYF resource area and our library.
• All students receive curriculum led FOYF education across all schemes of learning
• All students engage in a FOYF Drop Down Day, involving input from Higher Education, the Apprenticeships Hub, external volunteers from local employers, and a large financial institution (e.g. HSBC / Virgin Money).
• All students take part in developing ideas for charity fund-raising and in problem-solving.

Measurable outcomes:

1. Students can explain and evidence how they are improving their employability skills
2. Students can use the ‘Reflect and Refocus’ approach to manage their well-being, progress and achievements
3. Students can describe how to manage financial issues relating to education, training and employment choices

What this looks like:

• Our Feeling Good; Being Me approach, together with our Extended Provision curriculum, aims to help students to understand more about themselves in terms of their ability to reflect and set targets for themselves (self-development), know more about financial aspects of different career routes (careers exploration) and think carefully about lifelong well-being (career management).
• All Y10 students take part in FOYF assemblies.
• All students attend a FOYF fair with opportunities to explore different employment sectors through encounters with many different employers; to identify opportunities in FE and HE; to learn about apprenticeship opportunities; to encounter the armed / public services.
• All students take part in one additional drop-down session per year.
• All students are encouraged to use the Unifrog platform to identify and evidence their wider employability skills in their digital passport and to begin to explore Post-16 options.
• All students are encouraged to complete virtual work experience on the Unifrog platform.
• All students take part in a session on CV writing and then write their own personal statement.
• Most students, along with their parents, engage in our Target-setting Evening to support fully-informed decision-making.
• Selected students participate in additional FOYF activities: e.g. ‘Fish Heroes'.
• All students are encouraged to access the FOYF resources available at break and lunchtime in our dedicated FOYF resource area and our library.
• All students take part in, and receive feedback from, a mock interview with volunteers from local employers and industries.
• All students receive curriculum led FOYF education across all schemes of learning.
• All students engage in a FOYF Drop Down Day, involving input from Higher Education, the Apprenticeships Hub, external volunteers from local employers, and a large financial institution (e.g. HSBC / Virgin Money).
• All students receive a 1:1 appointment with our Career Development Coordinator, Sam Gill.
• All students take part in developing ideas for charity fund-raising and in problem-solving.

Measurable outcomes:

1. Students make well-informed, realistic choices for Post-16 transition
2. Students develop those qualities and skills which will help to improve employability
3. Students have an appropriate intended destination

What this looks like:

• Our Feeling Good; Being Me approach, together with our Extended Provision curriculum, aims to help students to understand more about themselves in terms of their own employability skills and how to evidence these (self-development), know more about their initial career ideas (careers exploration) and think carefully about their KS4 option application (career management).
• All Y11 students take part in FOYF assemblies.
• All students attend a FOYF fair with opportunities to explore different employment sectors through encounters with many different employers; to identify opportunities in FE and HE; to learn about apprenticeship opportunities; to encounter the armed / public services.
• All students take part in a Sixth Form taster day to support Post-16 decision-making.
• All students are encouraged to use the Unifrog platform to explore where to study and complete their final personal statement.
• All students are encouraged to complete Virtual Work Experience on the Unifrog platform.
• All students are introduced to Unifrog in order to make their Post-16 applications.
• All students take part in KS5 Options assemblies, supported by tutor conversations, to ensure suitable choices for smooth transition to Post-16. Most students, along with their parents, engage in our Post-16 Study Evening to support fully-informed decision-making.
• Selected students participate in additional FOYF activities e.g. 'Apprenticeships - what are they?'
• All students are encouraged to access the FOYF resources available at break and lunchtime in our dedicated FOYF resource area and our library.
• All students receive curriculum led FOYF education across all schemes of learning.
• All students receive at least 2 additional 1:1 appointments with our Career Development Coordinator, Sam Gill.

Measurable outcomes:

1. Students have started to explore how to make well-informed, realistic choices for Post-18 transition
2. Students can use the ‘Reflect and Refocus’ approach to manage their well-being, progress and achievements
3. Students engage in the study programme to develop hands on experience in developing employability skills and awareness of roles and responsibilities within the labour market.

What this looks like:

• Our Reflect and Refocus approach, together with our Extended Provision curriculum, aims to help students to understand more about themselves in terms of their ability to reflect and set targets for themselves (self-development), know more about financial aspects of different career routes (careers exploration) and think carefully about lifelong well-being (career management).
• All Y12 students take part in FOYF assemblies and also deliver assemblies to lower school students.
• All students attend a FOYF fair with opportunities to explore different employment sectors through encounters with many different employers; to identify opportunities in FE and HE; to learn about apprenticeship opportunities; to encounter the armed services.
• All students engage in the study skills programme in term 1 and the and study programme throughout the year.
• Selected students participate in programmes such as the Progression Module, EPQ and Brilliant Club.
• Selected students attend the STEM workshop (term 1)
• All Year 12 students attend a UCAS exhibition (term 3)
• All Year 12 students take part in FOYF week: UCAS registration, apprenticeships talk, visits to university, university taster session, student finance, personal statement workshops.
• Parents / carers are encouraged to attend ‘UCAS information evening’ led by the Sixth Form team and the University of Huddersfield to help their child make informed decisions Post 18 (term 3)
• Selected students attend the IntoUniversity Careers Day at the University of Leeds (term 2)
• All students are encouraged to use the Start platform to identify and evidence their wider employability skills in their digital passport and to begin to explore Post-18 options.
• All year 12 students engage in a 1-week work experience placement as part of the curriculum.
• Students are encouraged to attend open days / taster days (term 2 and 3)
• All students are encouraged to access the FOYF resources available at break, lunchtime and in their study session in our dedicated FOYF resource area in T06.

Measurable outcomes:

1. Students well-informed, realistic choices for Post-18 transition
2. Students have an appropriate intended destination
3. Students use the ‘Reflect and Refocus’ approach to manage their well-being, progress and achievements

What this looks like:

• Our Reflect and Refocus approach, together with our Extended Provision curriculum, aims to help students to understand more about themselves in terms of their ability to reflect and set targets for themselves (self-development), know more about financial aspects of different career routes (careers exploration) and think carefully about lifelong well-being (career management).
• All Y13 students take part in FOYF assemblies and also deliver assemblies to lower school students.
• Selected students complete their EPQ projects (term 1)
• All students attend a FOYF fair with opportunities to explore different employment sectors through encounters with many different employers; to identify opportunities in FE and HE; to learn about apprenticeship opportunities; to encounter the armed services.
• All students take part in UCAS / Apprenticeship focused tutorials, supported by tutor conversations, to ensure suitable choices for smooth transition to Post-18.
• All students are encouraged to use the Start platform to explore where to study and to support with their final personal statement.
• Students are encouraged to attend open days / taster days / applicant days (term 1 and 2)
• All students are offered the opportunity to participate in 1-1 mock interviews including preparation for Russel group Universities, Medicine, Veterinary and Oxbridge.
• All students are offered 1-1 personal statement, CV and student finance sessions.
• All students are encouraged to access the FOYF resources available at break, lunchtime and in their study session in our dedicated FOYF resource area in T06.

This year we have introduced a new part of our FOYF programme. Each faculty has developed and is delivering an aspect of FOYF provision that is linked closely to their curriculum area. This will build across year 7 to 11, as students move towards independence.