Careers Overview 2018-19

Careers Information 2018-2019

 ‘Good career guidance is critical if young people are to raise their aspirations and capitalise on the opportunities available to them.’

Gatsby Benchmarks 2018

Careers Education, Information, Advice and Guidance Vision

At Aston Academy we endeavor to work towards The Gatsby Good Practice Benchmarks, the DFE Careers Guidance and other good practice guidance from the Department of Education, Ofsted and relevant bodies.

The Aston Academy Career Offer

The six key elements underpinning the Aston Academy careers offer are documented below.  Each key element is twinned with the eight Gatsby Benchmarks of good career guidance.  These benchmarks, now part of the government careers strategy, are viewed as a measurement to define world-class career guidance.

  1. Gatsby Benchmark 8. Personal guidance.

Gatsby Benchmark 3. Addressing the needs of each pupil

Every young person in the academy should have access to impartial, independent and personalised careers education, information and advice. Students and parents/carers are encouraged to book individual careers guidance appointments with our professionally qualified in-house advisor, Sarah Sykes.  Our careers calendar detailing careers and enterprise events along with our careers/enterprise partners can be viewed on the website.

  1. Gatsby Benchmark 1. A stable careers programme

 Aston Academy has a Head of Faculty, member of leadership team and careers advisor with designated oversight for ensuring that the institution supports all students to relate their learning to careers and the world of work from an early age. The RPE faculty complete careers work from year 7 to start the process of students thinking about their future and in consultation with Mrs Sykes they receive further independent advice.


  1. Gatsby Benchmark 2. Learning from career and labour market information.

Aston Academy has up-to-date, user-friendly labour market intelligence/information (LMI) readily accessible by young people, teachers and parents/carers.  This includes use of U-Explore and up-to-date employment market information.  (see pdf on website). pages/job market information/3

  1. Gatsby Benchmark 6. Experiences of workplaces
    Gatsby Benchmark 5. Encounters with employers and employees

 Every young person in the academy will have the opportunity to meet employers to support their knowledge and experience of career pathway options. This may include career insights from industry experts, work tasters, coaching, mentoring, enterprise activities, part-time work, work shadowing and other relevant activities.

  1. Gatsby Benchmark 6. Experiences of workplaces
    Gatsby Benchmark 7. Encounters with further and higher education

Aston Academy has excellent links with many workplaces within our local and wider community. The aim of the industry links is to support students gain a greater understanding of work based requirements of different job roles but also gain hands on workplace experience. The opportunities our current students are accessing include, mechanic tuition, building and joinery tuition and child care work. Across the curriculum subject areas have also integrated workplace opportunities for students including elderly care work and child care work within Health and Social Care, fitness instructor and PE teacher experience within sport.

Aston Academy is also an active member of the Sheffield City Region’s Enterprise Adviser Network working in partnership with Blatchford.  We have a named Enterprise Adviser, Marion Billingham, working with us from Blatchford to help the academy engage and connect with employers in the local region. Marion and her colleague Laura Mann support us at career related events and have acted as mentors to two of our Post 16 students during the past year. They will be continuing this mentoring with a new set of students in the coming academic year.

Within higher education we have strong links with Sheffield Hallam University. Mentoring programmes between students at the university and year 11 students at Aston Academy take place each year and visits and assembly programmes support students understanding of opportunities within higher education and help remove some of the potential concerns or barriers students may have.

  1. Gatsby Benchmark 4. Linking curriculum learning to careers.

 The quality of careers provision in the academy will be strengthened by developing ‘careers hubs’ in the region to share resources in improving awareness of the local employment market and the wider region’s employment market, and is designed to support other school and college leaders in a whole-school approach to plan and deliver careers provision.

Careers Education Information Advice and Guidance.

The Careers Information, Advice & Guidance Education programme at Aston Academy enables our students to make a successful transition into their chosen pathway.

Students have access to a range of careers support delivered through a variety of ways. All students will have a one to one guidance appointment; students can request a guidance appointment at any time throughout their academic life.  Students will be offered support at key transition points such as Year 8 options, Year 11 progression planning and UCAS higher education applications for those want to progress on to University. Parents/carers are able to attend appointments and careers guidance specialists and the website will be updated regularly with useful links and articles relating to careers for our students.

Targeted support for Vulnerable and Disadvantaged students

The academy will seek to quickly identify students who are in need of targeted support or who are at risk of not participating in further studies after year 11, becoming NEET (not in education, employment or training). Targeted students receive additional in-school support on career options, pathways (Apprenticeships, College etc.) and application help. To ensure support from home we encourage parents/carers to join these meetings so there is a clear understanding of the options available to all students.

Specific cohorts of students such as pupil premium students receive carefully targeted advice and access to other career related programmes such as university visits, college visits, career fairs, mentoring and other appropriate support.

When in Post 16 we ensure that students understand that the 16 to 19 Bursary Fund is available, and used in a way to support their learning needs.

SEND Students support

Aston academy seeks to understand the interests, strengths and motivations of students and use this to support students onto a pathway that supports their development and progression.

Independent and impartial advice and guidance for young people with SEN and disabilities will include information about all the options available to them including education, training and employment opportunities and will signpost them on to the most relevant pathway.  This includes work skills programmes, work experience, traineeships, apprenticeships and qualifications that will enable students to apply for higher education, where appropriate.





Curriculum Area

Careers Education, Information, Advice and Guidance covered


Y10 &11

Discussion about the benefits of Art to all creative careers, contextualised within South Yorkshire as an upcoming hub of creative and digital media industry.


Y9 – 13

Students visit local businesses as part of the Business course to find out what goes into running the business.

The course looks at recruitment and selection, introduction to marketing, business and personal finance – the courses are aimed at preparing students to work in business. Students research Careers within accountancy, banking, marketing, human resources and entrepreneurship.  Students in Post 16 will have an opportunity to take part in work shadowing and this gives them an excellent opportunity to participate in the local employment market.

Through the house system students have the opportunity to set up small business ideas and run them within school giving them real life experience of what starting a business includes.


Y7 – Y11 - Students look at the different sectors of employment, exploring how they have changed over time with the development of technology.  The positives and negatives of ICT being introduced into the workplace are explored.

Design Technology

Y7 – Experiencing CAD (computer aided design) for batch production, linking to industrial practices for batch production

Y9 – Discussion of roles and careers relating to STEM / Design Technology and the manufacturing industry.

Y10 – Curriculum input about modern manufacturing and production processes. Variety of job roles within the design and creative technology industry explained.

Y11 – Extensive discussion about progressions routes, how and where to study DT related subjects post-16 and where qualifications could lead in terms of career. Opportunity to explore options available within AMRC – local technology centre.


Y9-11 - Section A of the examination requires students to acquire knowledge of jobs and roles in the theatre, which are investigated and learnt.


Y7 - 13 – Looking at writing and editing/drafting - this includes creative pieces as well as "real-life" scenarios such as letter writing, applications, reading and creating different types of media including articles. Speaking, listening and presenting skills are assessed throughout their 5 years, both in groups and individually that will help in the world of work.

Y12-13 - Language and Film Studies – Editorial writing and aspects of journalism/media. 


In Y7 – 11 French and Spanish pupils are encouraged to develop their translation and oracy skills through a variety of activities. Communication skills include listening, reading speaking and writing on a weekly basis.


Food preparation and nutrition

Y7-8 – Curriculum input on safe working practices in the food industry (hygiene practices, avoiding contamination, personal safety etc.)

Y9 – Exploring Food Science and its application in the food development industry.
Y10 / Y11 – Extensive discussion about progressions routes, how and where to study Food post-16. Further discussion of the broad range potential career paths within the food industry. Language used within the room links work completed to real life industries and how food would be made and prepared.


Y7 – 11 - Students look at the different sectors of employment within Geography and consider how these vary between countries at different levels of development. At GCSE and A level students consider the features of the UK and global economies and how globalisation has affected the economic world. Students also look at why high tech and advanced industries locate in certain areas and usually close to major universities

Health and Social care

Y9 – 11 – Staff link all topics to real life work based scenarios and discuss the responsibilities of roles within the health and social care profession. Tasks in work link to work based job responsibilities. All students take part in work experience and lead sessions across a number of health and social care pathways.
Y12/13 – Our level 3 students explore careers within the Health Care sector, they also have the opportunity to gain some valuable work experience in setting such as the NHS and other Care settings.


Y7 – 11 - Students learn how the government has changed over time and how society and ideas have evolved to create the modern world in which we work. Students look at how the role of work has changed over the years and the responsibilities of an employee within the modern age.

Y12/13 – Students explore opportunities within History beyond post 16 including further education pathways and employment.


Y7 – 11 – All students work through a programme of study including employment opportunities and understanding of work based requirements. Students develop interview technique and research career pathways in their chosen area.

Y11 – Students work through UCAS applications and complete career interviews to help support their chosen route at post 16.

·  Students explore career opportunities, job suitability and routes into employment and visit career fairs.

· Work on CV writing and personal statments

· Exploring Post-16 options and different pathways

· Applying for Post-16 studies through UCAS process


Y7 - 11 – The importance of Maths in all professions is linked to all lessons helping students understand how the skills they are developing are used within a real world context. Specific occupations are discussed and guidance is offered for students in Year 10 and 11.
Y12/13 – Students look more specifically as Maths specialised jobs including accountancy and data analysis.


Y7/8 - Students research the use of technology to create music and take on roles as a group to promote the music they make. Students also form bands in order to perform, again taking on roles including advertising, writing and performing - increasing student knowledge of how the music industry works.



Y9 – 11 - Within GCSE music students discuss in more detail the specific roles within the music profession and the requirements of these roles.

Religious Education /


Y7 – 11 – Students discuss roles within different religions and society including parliament and explore the responsibilities within these roles.

Y10/11 – Students have more specialised discussions on the job roles that RE/Citizenship qualifications can lead to. Classrooms include information of career pathways.

Y12/13 – Students visit University to research opportunities to study RE within higher education and career pathways this can lead to.


Y7 – 11 – All students will research jobs within Science during Science week. The week is dedicated to the work Scientists do and show students the wide range of opportunities with Science based qualifications.

Y7 - Y8 students also spend time with curriculum looking into a range of professions across Biology, Chemistry and Physics. They will produce a poster, leaflet and presentation linked to science careers and skills.

Y9 – 11 – Students are offered more specific guidance linked to the subject area they want to focus on.


Y7 – 11 – PE teachers discuss opportunities available through studying sport and offer guidance on career pathway choices. Theory topics within GCSE PE and Sport Science are linked to real life job roles and the impact these have within modern day sport.

Y12/13 – Students look at different areas within the sports world, they look at Health & Safety at work, learning how to risk assess. The year 12 students also look at routes into sports coaching, as well as sports organisation and development. Students study and take part in the organisation of a sport event. In both vocational sport and A-Level sport students complete a work experience block within the sports industry.


Y7/8 – Study of recycling within the textiles industry and links discussed to the textiles profession.

Y9 – Understanding commissioning of artwork via community projects.
Y10 & 11 – Discussion about the benefits of Art to all creative careers, contextualised within South Yorkshire as an upcoming hub of creative and digital media industry.




Mission Statement

At Aston we are committed to providing high quality learning and teaching, enabling everyone to reach their full potential, whatever their age, ability, gender or ethnicity.

We believe that every person is unique and we work together in an inclusive environment of mutual respect and consideration, valuing everyone's contribution.

Through our partnership with the local and wider community we aim to support our young people in successfully taking their place in society.

All adults in school have a responsibility to safeguard and promote the welfare of children.

With your commitment we will make a difference.


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