Statutory duties

  1. Section 42A of the Education Act 1997 requires governing bodies to ensure that all registered pupils at the school are provided with independent careers guidance from year 8 (12-13 year olds) to year 13 (17-18 year olds).
  2. The governing body must ensure that the independent careers guidance provided:
  • is presented in an impartial manner, showing no bias or favouritism towards a particular institution, education or work option;
  • includes information on the range of education or training options, including apprenticeships and technical education routes;
  • is guidance that the person giving it considers will promote the best interests of the pupils to whom it is given.
  1. The Technical and Further Education Act 2017 inserts section 42B into the Education Act 1997 and came into force on 2 January 2018. This new law requires the proprietor of all schools and academies to ensure that there is an opportunity for a range of education and training providers to access all pupils in year 8 to year 13 for the purpose of informing them about approved technical education qualifications or apprenticeships.
  2. The proprietor must prepare a policy statement setting out the circumstances in which education and training providers will be given access to pupils, and to ensure that this is followed. Click on the following link to access the Careers Provider Access Policy for Youth Challenge: Provider Access Policy 

 

At Youth Challenge we value a careers education and it forms a valuable part of the work we do with our pupils to ensure they are prepared and can achieve success in the wider world.

As part of our careers programme we will ensure pupils are offered independent careers advice and guidance to enable them to make informed choices about their next steps

This section of our website is designed to inform you of the careers programme available at Youth Challenge and to provide additional information to support both you and your child in this important stage of their life. 

If you have any further questions please contact Gemma Morris (Careers Leader) on 01204 333872

Youth Challenge Careers Programme overview 2020/21

The fast-changing world of work puts an ever-greater demand on all of up to support students in making a successful transition from education to employment, helping them to identify and choose career opportunities that are right for them.

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Term One

Term Two 

Term Three 

Employer Encounters

Discovery Carousel:

  • Public sector and Public services
  • Building and Construction
  • ​Hospitality and Catering 

Exploration Workshops: 

  • Creative and digital 
  • Engineering and STEM 
  • Business Admin and Professional Services

Through enrichment, coaching, mentoring sessions and tailored work placements students will have the opportunity to experience a workplace from one of the sectors they have discovered and explored in term one and two.

 

 Students will also have the opportunity to explore workplaces that’s students have expressed an interest in via their own research and/or places that have been formulated with academy staff. 

Experience of the work place

Discovering works places:

Students will have the opportunity to discover the different types of work places through PSHE and form time. 

Exploring workplaces:

Students will have the opportunity to explore the different types of work places virtually and through trips, visits and enrichment activities.

PSHE and Form Time

Developing yourself through careers, employability and enterprise education 

Learning about careers and the world of work 

Developing career management and employability skills 

Enrichment

Keeping Healthy and Economic Wellbeing

Keeping Safe and Making a Positive Contribution 

Enjoy and Achieve

Assemblies

Staying Positive, Problem Solving and Creativity 

Listening, Leadership and Teamwork 

Aiming High and Presenting

Talks/ Presentations

Inspirational Young People 

Mental Health

Self-employment

Charities and volunteering

Alumni

Human Resources

Encounters with  FE and HE

What is an apprenticeship?

What is a college? 

What is a university? 

What apprenticeships can I do?

What can I do at college?

What can I study at university?

How do I apply for an apprenticeship?

How do I apply for college?

How do I get into university?

Carers Platform 

Discovering my skills, talents and interests

 

Exploring careers that suit my skills, talents and interests

 

Investigating opportunities available to me that match my skills, talents and interests

 

  • Due to the transient nature of our cohort pupils will work on their CV, Letter of Application and Interview Preparation Presentation throughout the year in each year group dependent upon when they arrive. 
  • Opportunities for work experience will run throughout the year for pupils in year 10 and 11
  • All year 11 pupils will receive a minimum of 1 interview with the careers advisor during year 11. Careers interviews will begin for pupils in summer half term 2 for year 10 pupils

The Framework

 

There are six learning areas for lifelong career development.

For a positive career you need to…

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Grow throughout life

 

Grow throughout life by learning and reflecting on yourself, your background, and your strengths.

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Explore possibilities

 

Explore the full range of possibilities open to you and learn about recruitment processes and the culture of different workplaces.

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Manage careers

 

Manage your career actively, make the most of opportunities and learn from setbacks.

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Create opportunities

 

Create opportunities by being proactive and building positive relationships with others.

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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.

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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.

 

The Learning aims for the 6 areas of focus are broad constructs relating to learning intentions. The tables below show learning areas and learning aims that are appropriate at Key Stage 3, Key Stage 4 and Post 16.

 

Grow throughout life

Grow throughout life by learning and reflecting on yourself, your background, and your strengths

Key Stage 3

Key Stage 4

Post 16

being aware of the sources of help and support available and responding positively to feedback

 

being aware that learning, skills and qualifications are important for career

 

being willing to challenge themselves and try new things

 

recording achievements

 

being aware of heritage, identity and values

responding positively to help, support and feedback

 

positively engaging in learning and taking action to achieve good outcomes

 

recognising the value of challenging themselves and trying new things

 

reflecting on and recording achievements, experiences and learning

 

considering what learning pathway they should pursue next

 

reflecting on their heritage, identity and values

actively seeking out help, support and feedback

 

taking responsibility for their learning and aiming high

 

seeking out challenges and opportunities for development

 

reflecting on and recording achievements, experiences and learning and communicating them to others

 

planning their next steps in learning and work

 

discussing and reflecting on the impact of heritage, identity and values

 

       

 

Explore possibilities

Explore the full range of possibilities open to you and learn about recruitment processes and the culture of different workplaces

Key Stage 3

Key Stage 4

Post 16

being aware of the range of possible jobs

 

identifying common sources of information about the labour market education system

 

being aware of the main learning pathways (e.g. university, college and apprenticeships)

 

being aware that many jobs require learning, skills and minimum qualifications

 

being aware of the range of different sectors and organisations where they can work

 

being aware of the range of ways that organisations undertake recruitment and selection

considering what jobs and roles are interesting

 

researching the labour market and the education system

 

recognising the main learning pathways and considering which one they want to follow and how they will access and succeed in it

 

researching the learning and qualification requirements for jobs and careers that they are interested in

 

researching the range of workplaces and what it is like to work there

 

researching how recruitment and selection processes work and what they need to do to succeed in them

 

developing a clear direction of travel in their career and actively pursuing this

 

actively seeking out information on the labour market and education system to support their career

 

having a clear understanding of the learning pathways and qualifications that they will need to pursue their career

 

actively researching and reflecting on workplaces, workplace culture and expectations

 

analysing and preparing for recruitment and selection processes

 

 

Manage career

Manage your career actively, make the most of opportunities and learn from setbacks

Key Stage 3

Key Stage 4

Post 16

being aware that career describes their journey through life, learning and work

 

looking forward to the future

 

imagining a range of possibilities for themselves in their career

 

being aware that different jobs and careers bring different challenges and rewards

 

managing the transition into secondary school and preparing for choosing their GCSEs

 

learning from setbacks and challenges

recognising the different ways in which people talk about career and reflecting on its meaning to them

 

building their confidence and optimism about their future

 

making plans and developing a pathway into their future

 

considering the risks and rewards associated with different pathways and careers

 

taking steps to achieve in their GCSEs and make a decision about their post-16 pathway

 

thinking about how they deal with and learn from challenges and setbacks

 

being able to describe the concept of career and say what it means to them

 

building their confidence and optimism about their future and acting on it

 

actively planning, prioritising and setting targets for their future

 

considering the risks and rewards of different pathways and career and deciding between them

 

managing the transition into the post-16 learning context and preparing for post-18 transitions

 

being proactive about being resilient and learning from setbacks

 

 

Create opportunities

Create opportunities by being proactive and building positive relationships with others

Key Stage 3

Key Stage 4

Post 16

developing friendships and relationships with others

 

being aware that it is important to take initiative in their learning and life

 

being aware that building a career will require them to be imaginative and flexible

 

developing the ability to communicate their needs and wants

 

being able to identify a role model and being aware of the value of leadership

 

being aware of the concept of entrepreneurialism and self-employment

developing friendships and relationships and reflecting on their relationship to their career

 

starting to take responsibility for making things happen in their career

 

being able to reflect on and change their career ideas and the strategies that they are pursuing to achieve them

 

being willing to speak up for themselves and others

 

being able to discuss roles models and reflect on leadership

 

researching entrepreneurialism and self-employment

 

building and maintaining relationships and networks within and beyond the school

 

being proactive about their life, learning and career

 

being creative and agile as they develop their career pathway

 

representing themselves and others

 

acting as a leader, role model or example to others

 

considering entrepreneurialism and self-employment as a career pathway

 

 

 

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

Key Stage 3

Key Stage 4

Post 16

being aware of the concept of work-life balance

 

being aware that physical and mental wellbeing are important

 

being aware of money and that individuals and families have to actively manage their finances

 

being aware of the ways that they can be involved in their family and community

 

being aware of different life stages and life roles

 

being aware of rights and responsibilities in the workplace and in society

 

recognising the injustices caused by prejudice, stereotypes and discrimination in learning and workplaces

reflecting on the different ways in which people balance their work and life

 

reflecting on their physical and mental wellbeing and considering how they can improve these

 

recognising the role that money and finances will play, in the decisions that they make and, in their life and career

 

recognising the role that they play in their family and community and considering how that might shape their career

 

considering how they want to move through different life stages and manage different life roles

 

developing knowledge of rights and responsibilities in the workplace and in society

 

identifying what they can do, individually and with others, to challenge prejudice, stereotyping and discrimination in learning and workplaces

planning for the kind of balance of work and life that they want

 

taking action to improve their physical and mental wellbeing

 

beginning to manage their own money and plan their finances (e.g. thinking about student loans)

 

actively shaping their involvement in their family and community as part of their career planning

 

planning for different life stages and considering the different life roles that they want to play

 

being aware of their role in ensuring rights and responsibilities in the workplace and in society

 

taking action to challenge prejudice, stereotypes and discrimination in learning and workplaces when they encounter them

 

 

See the big picture

Explore the full range of possibilities open to you and learn about recruitment processes and the culture of different workplaces

Key Stage 3

Key Stage 4

Post 16

being aware of a range of different media, information sources and viewpoints

 

being aware that there are trends in local and national labour markets

 

being aware that trends in technology and science have implications for career

 

being aware of the relationship between career and the natural environment

 

being aware of the relationship between career, community and society

 

being aware of the relationship between career, politics and the economy

evaluating different media, information sources and viewpoints

 

exploring local and national labour market trends

 

exploring trends in technology and science

 

exploring the relationship between career and the environment

 

exploring the relationship between career, community and society

 

exploring the relationship between career, politics and the economy

evaluating different media, information sources and viewpoints and reflecting on the best way to get information for their career

 

exploring and responding to local and national labour market trends

 

exploring and responding to trends in technology and science

 

exploring and responding to the relationship between career and the environment

 

exploring and responding to the relationship between career, community and society

 

exploring and responding to the relationship between career, politics and the economy

Please click the following link to view upcoming open evenings for colleges in Bolton and the surrounding area:

College Open Evening Dates 2021 - 2022

 

Further information:

Youth Challenge Secondary - Students

Youth Challenge Secondary Careers - Parent/Carers

How to support my child in their decision making

How can you help your child choose what to do after GCSE or sixth form, if you’re not sure what their options are? Here is a breakdown of the different levels of education and what options are most suited to which type of student. If your child learns best on the go through practical experience, then they may not do as well with academic or classroom led learning. Similarly, if they enjoy quiet, lecture led lessons, getting an apprenticeship and learning on the job would probably not suit them. In this section we will include information and documents to support you in guiding your child to choices that suit their personality and learning preferences so they have the best chance of success as they enter the next stage of their educational journey or career path. With this information we hope to give you the confidence to discuss things further with your child and have plenty of suggestions to help encourage and direct your child when they are not sure what to do next.

Here is a quick snapshot of the different pathways that your child can take: 

 

Traineeships: 

  • These are flexible education and training programmes that include a work placement
  • Traineeships are a great stepping stone between leaving school or college and finding a job or apprenticeship
  • Traineeships allow students to try out a role with an employer to gain skills, training and support to help the to take the next steps into paid employment
  • Traineeships can last from 6 weeks to 1 year, depending on how much support a student may need
  • They are high quality work placements lasting 70 - 240 hours with a local employer

Here's a link to the gov.uk website for further information: Traineeships - GOV.UK (www.gov.uk)

 

Apprenticeship: 

  • You train while you work
  • Most of the learning takes place on a real job site
  • Apprentices (the people that train) earn a wage while they learn. They can be paid a minimum of £4.15 per hour
  • A common misconception is that your child will not need their GCSE's to gain an apprenticeship. However, this is incorrect. Most apprenticeships require students to gain a minimum grade 4 for both Maths and English. If they are not obtained when they sit their GCSE's, they will get the opportunity to resit them in college

Here are some links for further information: ApprenticeshipsFind an apprenticeship - GOV.UK (www.gov.uk)

 

College / technical school / sixth form

There are many 'types of courses' that are delivered at college:

T-Levels:

  • Take place in a college - The course is 80% classroom based learning theory and practical skills and 20% (or a minimum of 45 days) with an employer within an industry placement
  • T-levels are great for someone who has decided on their chosen career and want to learn the relevant skills in a classroom
  • Students will learn core skills and knowledge and then choose to specialise for a specific occupation

A Levels:

  • Traditional qualifications where a student will study some of their favourite subjects in depth
  • They are academically assessed with an exam at the end 
  • They are the same level as T-levels but 100% of the time is spent in the classroom
  • Typically a student will choose 3 subjects to study
  • A-levels are often the chosen route for those wishing to go to university

BTECs: 

  • BTECs stands for the Business and Technology Education Council
  • They combine practical learning with subject and theory content
  • BTECs are divided into units, which cover specific areas of knowledge, skills and understanding of a particular sector or industry

 

 

Students in Y10 and Y11 will be offered to opportunity to gain impartial careers guidance to look at their varied post 16 options.

The independent careers advisor for Youth Challenge is:

Anthea Sheppard

Connexions Career Service

BASE, Marsden Road, Bolton, BL1 2PF

M: 07789396616 T: 01204 334450