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Careers and work-related learning

At The UCL Academy we aim to raise aspirations, challenge stereotypes and encourage students to consider a wide range of careers. Through careers education and guidance it is hoped that students will be encouraged to make the most of their talents and to go on to jobs or courses which suit their needs and aptitude. With our emphasis on STEM education, this guidance will often have a Science, Technology, Engineering or Maths focus.

In particular we intend our students to:

  • Prepare for careers and challenges that don’t exist yet
  • Develop a broad understanding of the job market whilst gaining the ability to respond to changing opportunities
  • Develop independent research skills so that they can make good use of information and guidance though our Big Ideas and Grand Challenges
  •  Develop and use their self-knowledge when thinking about and making choices
  •  Develop the skills they need to review achievements, plan future actions, make decisions, present themselves well and cope with change and transition.

We recognise that the process of making career decisions is a lengthy one and that most of our students will make their final choices only after completing their higher education. We do however, feel that you can never start too early and every level  in the students' experience at The UCL Academy will contain career advice and guidance.

Commitments

Academy staff are committed to:
  •  the provision of resources and advice to enable students to understand and develop career choices and to ensure that careers education is seen as part of the overall curriculum and learning framework for all years
  • encouraging students to achieve and to be ambitious
  • involving students, parents and carers in the further development of careers work
  • working with Connexions so that no student is disadvantaged in gaining access to education, training or work
  • to achieving and retaining the Investors in Careers Award.

Figure below: Cumulative commitment (hrs) to each aspect of careers

 

Provision

Careers includes both education and guidance. Careers education helps our students develop the knowledge and skills they need to make successful choices, manage transitions in learning and move into work. Through guidance students are able to use their knowledge and skills to make the decisions about learning and work that are right for them. Progress in students' self development and understanding of careers is regularly monitored.

Careers education forms an integral part of the curriculum in the PSHCE programme. The three main areas of careers learning -identified in the National Framework - form themes throughout careers work from Foundation Level to Level 3+.

Self Development

understand themselves and the influences on them

Career Management

make and adjust plans, to manage change and transition

Career Exploration

Investigate opportunities in learning and work

Further details of the curriculum programme can be obtained from the Head of Careers.

Equal opportunities

We are keen to promote equal opportunities and try to use every opportunity to challenge stereotypes and to raise aspirations. In lessons, teachers are asked to ensure that students work in mixed gender groups and that girls as well as boys are asked to be spokesperson. We monitor careers resources regularly to ensure that they encourage both boys and girls and students from minority ethnic groups to enter different careers.

At special events such as the Careers Convention we aim to give parents and students a view of young, successful career women and men. The destinations of our leavers are closely monitored and younger pupils informed so that we are aware of trends and opportunities.

Monitoring, evaluation and review

Careers education is conducted in accordance with the School’s equal opportunities policy, work experience policy, external visits policy and other relevant policies. The whole school remit of careers is recognised and the curriculum is developed alongside that of other areas so that careers education is an integral part of the whole school curriculum.

The careers programme is monitored regularly and amended after review. Students’ opinions are actively sought and student focus groups help in the evaluation and review process.

Management

The overall management of Careers Education and Guidance is with Mrs Lucas, other aspects are with Mr Molloy.

Business and industry Links

The UCL Academy is keen to forge links with the local business community and we appreciate the enrichment opportunities these links provide for our students.

We have strong links with many companies including Bechtel (largest engineering company in the world), Aitken Global (a large engineering company in Camden), CAPITA and Founders4schools.

The many local businesses that provide work experience placements are also immensely valuable to the school.  They allow students to develop the transferable life skills which are so important when making their way in the world.   

Work Related Learning

At The UCL Academy work experience is known as work related learning and internships at Level 3/3+. Placements provide an invaluable opportunity for students to learn about the work industry. The Academy promotes the use of work based learning experience as an extension to the curriculum, and aims to enable students to undertake a placement at an appropriate time in their studies.

 

For Level 3 we have had 100% uptake of work experience since its inception.

These work experiences are mainly STEM orientated in fields such as pharmacy, medicine, dentistry, engineering and architecture, and have included workplaces such as Hospitals (e.g. Royal Free Hospital), national and local pharmacies, and a range of engineering companies including the largest in the world, Bechtel. 

There are also opportunities take to work with UCL in the various departments, with options for internationally based internships. 

 For Level 2, there is a newly appointed co-ordinator of Work Based Learning with substantial experience of working with KPMG. This, in addition to our program of learning, will lead to exceptional opportunities for the students.

 

Aims and Objectives

Work related learning during the course of studies at the school aims to achieve:

  • the development of student’s employability and key skills, personal development
  • maturity and increase motivation to do well at school
  • careers education and guidance
  • personal and social education
  • enhancement and addition to the curriculum, including vocational courses where appropriate.

Relevant Legislation

This policy takes note of all relevant legislation including:

  • The Employment of Women, Young Persons and Children Act 1920
  • Dangerous Machines (Training of Young Persons) Order 1954
  • The Officer, Shops and Railways Premises Act 1963
  • The Employment of Children Act 1973
  • The Health and Safety at Work Act 1974
  • The Health and Safety (Training for Employment) Regulations 1990
  • The Education Act 1996
  • The Management of Health and Safety at Work Regulations 1999

Responsibilities

  1. Mr. D Molloy is responsible for all aspects of work related experience, including health and safety (except in instances where placements are arranged without the support of the school). The Academy acknowledges its responsibilities under common law to act, as would a reasonable parent, acting “in loco parentis”.
  2. Responsibility for the management of work related learning is also delegated to other staff members by Mr.Molloy .

Enterprise

At The UCL Academy we recognise the importance of enterprise education and aim to create an enterprising ethos throughout the whole Academy. Enterprise is embedded in the Academy-wide vision of being 'able to meet future challenges.Students are encouraged to participate in many aspects of school life through the Academy and eco council, teaching and learning, and working with the community.

We see enterprise as a way to:

  • foster and develop core skills in real situations;
  • promote education for citizenship;
  • enhance pupil’s personal and social development; and
  • provide opportunities for students to make informed choices and decisions.

Many of the Academy's activities easily lend themselves to enterprise education. Having a vertical system at The UCL Academy also helps with this.

Examples of Enterprise at the Academy include:

  • Founders4schools project: Students taking over-all responsibility for planning and decision making for the project e.g. organising a sponsored event for charity, putting on a production/assembly for parents.
  • Acorn Aspirations event: Students designing and creating using their core skills in extra curricular competitions

Enterprise education will be developed by:

  • Applying core skills of communication, numeracy, literacy, problem-solving, using ICT and working with others across the curriculum
  • Promoting enterprising attitudes and skills through learning and teaching.
  • Nurturing a knowledge and understanding of the world of work through contact with professionals.
  • Enhancing personal and social development.
  • Forming links with the wider community.
  • Fostering skills in citizenship.

The children will be able to:

  • Demonstrate skills in numeracy, problem-solving, literacy, ICT and working with others,and apply these in a range of different curriculum situations.
  • Participate fully in enterprise activities.
  • Show a knowledge and understanding of the world of work.
  • Make personal contributions and work as part of a team thus improving self-confidence and self-esteem.(e.g. designing and running stalls)
  • Interact with the wider community (e.g. assemblies, good neighbours, remembrance service)
  • Make informed choices and decisions and be able to take action, individually and as part of a team.
  • Develop an understanding of differing economies and socio-economic conditions within this country and internationally.

Class and whole school activities will include:

  • Projects, Design and Evaluation, Events,  Selling, Displays, Fundraising, Campaigns, Careers Education, Contact with outside agencies (e.g. fire officer), Community links, Charity events.

Financial Education in Enterprise

The children will have the opportunity to develop their financial and mathematical competence in house time in a ‘real’ way and at an age-appropriate level by:

  • assessing value for money
  • preparing and using budgets
  • making informed financial decisions
  • evaluating potential risks and returns (what could go wrong)/ how much profit can we make)?
  • using financial and other resources in an innovative and confident manner
  • applying knowledge and skills creatively and responsibly in a range of situations
  • having awareness of developing world issues (poverty/health/housing)