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Careers Programme

Highworth's SIRIUS Careers Programme 2025-2026 is mapped to the Career Development Institute (CDI)'s framework. It incorporates all eight of the Gatsby Benchmarks. For a specific overview of what this involves for each year group, please use the pages below.

SIRIUS CAREERS PROGRAMME; (1)

The Careers Policy can be found under Policies on the website. This is reviewed and updated annually, in Term 6 of the academic year. The programme for 2026-27 will be available by Friday 17 July 2026.

The Careers Programme is evaluated three times a year using Compass +, a self-evaluation tool available via the Careers and Enterprise Company. We use these evaluations to assess the impact of our programme against the Gatsby Benchmarks.

Career activities within school are evaluated via Google Forms, these are sent out after an activity ends, and gather feedback from stakeholders including: students, teachers, parents and employers. We use these evaluations to ensure activties have met the desired aims and objectives.

For enquries about ways to engage with our programme, including any training providers offering technical education qualifications or apprenticeships; please see the Employer Engagement Opportunities page, or email our Careers Lead, Miss Hodges at a.hodges@highworth.kent.sch.uk

Year 7

	Grow throughout life	Explore possibilities	Manage career	Create opportunities	Balance life and work	See the big picture	Activities
1. A stable careers programme	Aim: Reflective of their own skills and creative in discovering new career aspirations Learning outcome: Students have broad knowledge of a range of jobs and the pathways into them, including technical and vocational. Students have had at least one meaningful encounter with someone from the world of work.
2. Learning from career and labour market information	Provide examples of the value of learning and qualifications and their connection to career	Encourage exploration and analysis of information about the labour market	Illustrate common career challenges and examine how they can be overcome	Encourage exploration of entrepreneurship and self-employment as a career route	Raise awareness of rights and responsibilities and provide examples of different work-life balances	Provide labour market date, policies and issues for analysis and discussion	PSHE Careers lessons which introduce skills and how skills differ between different roles Introduction to Unifrog and tools to explore careers Unifrog mentor sessions to complete Quizzes
3. Addressing the needs of each student	Shows how recording achievements can support lifelong learning and reflection	Use destinations data to provide institutionally specific labour market information, career stories and alumni contacts Differentiate delivery to meet the needs of Pupil Premium and SEND students			Challenge stereotypes and their relationship to life roles, work-life balance and career destinations		Students encouraged to complete feedback on interactions logged for them on Unifrog (Term 6) AMH to work with SEND and JMO to identify students who may require careers meetings
4. Linking curriculum learning to careers	Curriculum highlights career learning content and identifies opportunities to address career						See CiC outline
5. Encounters with employers and employees	Visiting speakers talk about their experience in education, their qualifications and professional development	Visiting speakers talk about the roles available in their workplace and sector	Visiting speakers discuss the ways in which they have managed their own career	Entrepreneurs and other speakers who have changed careers to speak about their pathways and decisions behind change	Visiting speakers talk about what they do when they are not at work and how they balance the demands on their time	Politicians, campaigners, trade unionists and other experts talk about the politics of careers	Term 2, 3 and 4 there are virtual career talks covering a range of jobs within sectors. Speakers are asked to talk about the qualifications they have studied throughout their career and why they chose them. Biennial careers fair will include exhibitors from a range of local and national employers. Students will be given a “scavenger hunt” activity to develop their confidence in asking questions.
6. Experience of the workplaces	Prepare students for experiences of work by helping them to develop questions to find out about the roles available in the workplaces, what qualifications people need to get those roles and how you progress within the organisation			Offer enterprise competitions and other experiences of entrepreneurship	Encourage students to use their experience of work to find out how others balance work with life	Students consider how the organisations they visit operate and what they contribute to society and the economy and why they might be lauded or criticised	Year 7 will complete the Step into the NHS competition on Panto Day. Over 3 periods they will Complete a careers quiz to assess which of the 350 jobs is best for them Research one particular role including the skills and qualifications needed, as well as progression opportunities. Make their own advertisement to encourage others to consider this role as a career
7. Encounters with further and higher education	Use encounters to help support students to think about the relationship between learning, work and career	Create opportunities for pupils to find out more about the full range of educational and training pathways	Discuss the ways in which a commitment to lifelong learning can open up new opportunities and support progression		Recognise learning as part of life which people need to make time for	Discuss the politics and economics of the education system including who pays and why	Biennial Careers Fair (2026): Exhibitors will include HE and FE institutions. Students will be asked to complete a Scavenger Hunt to ask them questions. Introduction to HE Assembly
8. Personal guidance	Use personal guidance as an opportunity to reflect on activities students have participated in, what career learning they have done, how this contributes to their longer term goals and what further support they need to put their plans into action.						Year 7 offered 1-to-1 meetings throughout the year. Anne Cameron(EBP) will be given a Unifrog login to access student’s interactions

Year 8

	Grow throughout life	Explore possibilities	Manage career	Create opportunities	Balance life and work	See the big picture	Activities
1. A stable careers programme	Aim: Reflective of their own skills and creative in discovering new career aspirations Learning outcome: Students have broad knowledge of a range of jobs and the pathways into them, including technical and vocational. Students have had at least one encounter with an employer
2. Learning from career and labour market information	Provide examples of the value of learning and qualifications and their connection to career	Encourage exploration and analysis of information about the labour market	Illustrate common career challenges and examine how they can be overcome	Encourage exploration of entrepreneurship and self-employment as a career route	Raise awareness of rights and responsibilities and provide examples of different work-life balances	Provide labour market date, policies and issues for analysis and discussion	PSHE Careers lessons introduce the concept of LMI by talking about South East Industries Unifrog mentor sessions to complete Quizzes
3. Addressing the needs of each student	Shows how recording achievements can support lifelong learning and reflection	Use destinations data to provide institutionally specific labour market information, career stories and alumni contacts Differentiate delivery to meet the needs of Pupil Premium and SEND students			Challenge stereotypes and their relationship to life roles, work-life balance and career destinations		Biennial FE and Apprenticeship Assembly: Case studies of students who have left Highworth and completed Post-16 options elsewhere. AMH to work with SEND and JMO to identify students who may require careers meetings
4. Linking curriculum learning to careers	Curriculum highlights career learning content and identifies opportunities to address career						See CiC outline
5. Encounters with employers and employees	Visiting speakers talk about their experience in education, their qualifications and professional development	Visiting speakers talk about the roles available in their workplace and sector	Visiting speakers discuss the ways in which they have managed their own career	Entrepreneurs and other speakers who have changed careers to speak about their pathways and decisions behind change	Visiting speakers talk about what they do when they are not at work and how they balance the demands on their time	Politicians, campaigners, trade unionists and other experts talk about the politics of careers	Term 2, 3 and 4 there are virtual career talks covering a range of jobs within sectors. Speakers are asked to talk about the qualifications they have studied throughout their career and why they chose them. Biennial careers fair will include exhibitors from a range of local and national employers. Students will be given a “scavenger hunt” activity to develop their confidence in asking questions.
6. Experience of the workplaces	Prepare students for experiences of work by helping them to develop questions to find out about the roles available in the workplaces, what qualifications people need to get those roles and how you progress within the organisation			Offer enterprise competitions and other experiences of entrepreneurship	Encourage students to use their experience of work to find out how others balance work with life	Students consider how the organisations they visit operate and what they contribute to society and the economy and why they might be lauded or criticised	Year 8 attend Harry Potter World where they explore more creative careers associated with film.
7. Encounters with further and higher education	Use encounters to help support students to think about the relationship between learning, work and career	Create opportunities for pupils to find out more about the full range of educational and training pathways	Discuss the ways in which a commitment to lifelong learning can open up new opportunities and support progression		Recognise learning as part of life which people need to make time for	Discuss the politics and economics of the education system including who pays and why	Biennial Careers Fair (2026): Exhibitors will include HE and FE institutions. Students will be asked to complete a Scavenger Hunt to ask them questions. What is a university? session
8. Personal guidance	Use personal guidance as an opportunity to reflect on activities students have participated in, what career learning they have done, how this contributes to their longer term goals and what further support they need to put their plans into action.						Year 8 offered 1-to-1 meetings throughout the year. Anne Cameron(EBP) will be given a Unifrog login to access student’s interactions

Year 9

YEAR 9

	Grow throughout life	Explore possibilities	Manage career	Create opportunities	Balance life and work	See the big picture	Activities
1. A stable careers programme	Aim: Eager for lifelong learning Learning outcomes: Students have broad knowledge of a range of jobs and the pathways into them, including technical and vocational. Students have started to understand how recruitment processes work and how to succeed in them Students have experienced more than working environment and reflected on the skills, knowledge and behaviours they have learnt about
2. Learning from career and labour market information	Provide examples of the value of learning and qualifications and their connection to career	Encourage exploration and analysis of information about the labour market	Illustrate common career challenges and examine how they can be overcome	Encourage exploration of entrepreneurship and self-employment as a career route	Raise awareness of rights and responsibilities and provide examples of different work-life balances	Provide labour market date, policies and issues for analysis and discussion	Year 9 “Introduction to the Construction Industry” : Breaking down misconceptions about who works within Construction Unifrog mentor sessions to complete Quizzes PSHE Enterprise lessons
3. Addressing the needs of each student	Shows how recording achievements can support lifelong learning and reflection	Use destinations data to provide institutionally specific labour market information, career stories and alumni contacts Differentiate delivery to meet the needs of Pupil Premium and SEND students			Challenge stereotypes and their relationship to life roles, work-life balance and career destinations		Biennial FE and Apprenticeship Assembly: Case studies of students who have left Highworth and completed Post-16 options elsewhere. Year 9 “Introduction to the Construction Industry” : Breaking down misconceptions about who works within Construction AMH to work with SEND and JMO to identify students who may require careers meetings
4. Linking curriculum learning to careers	Curriculum highlights career learning content and identifies opportunities to address career						See CiC outline
5. Encounters with employers and employees	Visiting speakers talk about their experience in education, their qualifications and professional development	Visiting speakers talk about the roles available in their workplace and sector	Visiting speakers discuss the ways in which they have managed their own career	Entrepreneurs and other speakers who have changed careers to speak about their pathways and decisions behind change	Visiting speakers talk about what they do when they are not at work and how they balance the demands on their time	Politicians, campaigners, trade unionists and other experts talk about the politics of careers	Term 2, 3 and 4 there are virtual career talks covering a range of jobs within sectors. Speakers are asked to talk about the qualifications they have studied throughout their career and why they chose them. Biennial careers fair will include exhibitors from a range of local and national employers. Students will be given a “scavenger hunt” activity to develop their confidence in asking questions.
6. Experience of the workplaces	Prepare students for experiences of work by helping them to develop questions to find out about the roles available in the workplaces, what qualifications people need to get those roles and how you progress within the organisation			Offer enterprise competitions and other experiences of entrepreneurship	Encourage students to use their experience of work to find out how others balance work with life	Students consider how the organisations they visit operate and what they contribute to society and the economy and why they might be lauded or criticised	EBP Is it For Me workshops: Students can choose 5/8 workshops to attend to understand more about a range of industries. They will also learn more about CVs and Interview Preparation PSHE Enterprise lessons
7. Encounters with further and higher education	Use encounters to help support students to think about the relationship between learning, work and career	Create opportunities for pupils to find out more about the full range of educational and training pathways	Discuss the ways in which a commitment to lifelong learning can open up new opportunities and support progression		Recognise learning as part of life which people need to make time for	Discuss the politics and economics of the education system including who pays and why	Biennial Careers Fair (2026): Exhibitors will include HE and FE institutions. Students will be asked to complete a Scavenger Hunt to ask them questions.
8. Personal guidance	Use personal guidance as an opportunity to reflect on activities students have participated in, what career learning they have done, how this contributes to their longer term goals and what further support they need to put their plans into action.						Year 9 offered optional meetings with EBP to discuss GCSE options before deadline Year 9 offered 1-to-1 meetings throughout the year. Anne Cameron(EBP) will be given a Unifrog login to access student’s interactions

Year 10

YEAR 10

	Grow throughout life	Explore possibilities	Manage career	Create opportunities	Balance life and work	See the big picture	Activities
1. A stable careers programme	Aim: Aiming to achieve their full potential Learning outcomes: Students have learnt about the various Post-16 Pathways, including T-Levels and vocational courses, and started to consider which option is best for them Students have been offered a one-to-one interview to build on their knowledge of succeeding in recruitment processes Students have had at least one opportunity to complete a work placement and reflect on the skills, knowledge and behaviours they have seen, and how this relates to their own aspirations.
2. Learning from career and labour market information	Provide examples of the value of learning and qualifications and their connection to career	Encourage exploration and analysis of information about the labour market	Illustrate common career challenges and examine how they can be overcome	Encourage exploration of entrepreneurship and self-employment as a career route	Raise awareness of rights and responsibilities and provide examples of different work-life balances	Provide labour market date, policies and issues for analysis and discussion	Unifrog mentor sessions to complete Quizzes Students to complete work experience placements and ask people they work with about work-life balance Year 10 Surrey University trip will have a link to careers in which students will be asked to research a job from the university and find the average salary, qualifications needed, duties and responsibilities, and working hours. They will then compare this with another job to see the work-life balance contrast.
3. Addressing the needs of each student	Shows how recording achievements can support lifelong learning and reflection	Use destinations data to provide institutionally specific labour market information, career stories and alumni contacts Differentiate delivery to meet the needs of Pupil Premium and SEND students			Challenge stereotypes and their relationship to life roles, work-life balance and career destinations		Year 10s SIRIUS Focus Day has speakers to talk about alternatives to A Levels. This includes case profiles of students who have left Highworth to pursue other options. AMH to work with SEND and JMO to identify students who may require careers meetings
4. Linking curriculum learning to careers	Curriculum highlights career learning content and identifies opportunities to address career						See CiC outline
5. Encounters with employers and employees	Visiting speakers talk about their experience in education, their qualifications and professional development	Visiting speakers talk about the roles available in their workplace and sector	Visiting speakers discuss the ways in which they have managed their own career	Entrepreneurs and other speakers who have changed careers to speak about their pathways and decisions behind change	Visiting speakers talk about what they do when they are not at work and how they balance the demands on their time	Politicians, campaigners, trade unionists and other experts talk about the politics of careers	Term 2, 3 and 4 there are virtual career talks covering a range of jobs within sectors. Speakers are asked to talk about the qualifications they have studied throughout their career and why they chose them. Biennial careers fair will include exhibitors from a range of local and national employers. Year 10 will be asked to find 10 employers and enquire about working hours and work-life balance
6. Experience of the workplaces	Prepare students for experiences of work by helping them to develop questions to find out about the roles available in the workplaces, what qualifications people need to get those roles and how you progress within the organisation			Offer enterprise competitions and other experiences of entrepreneurship	Encourage students to use their experience of work to find out how others balance work with life	Students consider how the organisations they visit operate and what they contribute to society and the economy and why they might be lauded or criticised	Year 10 will have a one-to-one interview in May with an assembly beforehand to help them prepare Year 10 have a CV session as part of their SIRIUS Focus Day. Year 10 have work experience planned for May to increase their knowledge about the world of work.
7. Encounters with further and higher education	Use encounters to help support students to think about the relationship between learning, work and career	Create opportunities for pupils to find out more about the full range of educational and training pathways	Discuss the ways in which a commitment to lifelong learning can open up new opportunities and support progression		Recognise learning as part of life which people need to make time for	Discuss the politics and economics of the education system including who pays and why	Biennial Careers Fair (2026): Exhibitors will include HE and FE institutions. HE Visit SIRIUS Focus Day on different types of career
8. Personal guidance	Use personal guidance as an opportunity to reflect on activities students have participated in, what career learning they have done, how this contributes to their longer term goals and what further support they need to put their plans into action.						Year 10 has mandatory group guidance meetings to discuss Post-16 options. A Google Form is used to ascertain future aspirations so the groups are organised accordingly. Year 10 offered 1-to-1 meetings throughout the year. Anne Cameron(EBP) will be given a Unifrog login to access student’s interactions

Year 11

YEAR 11

	Grow throughout life	Explore possibilities	Manage career	Create opportunities	Balance life and work	See the big picture	Activities
1. A stable careers programme	Aim: Confident in their decisions and career aspirations Learning outcomes: Students have received independent guidance regarding choosing their Post-16 options and are confident in their decisions Students have been offered multiple opportunities to secure a work placement to develop transferable skills, knowledge and behaviours.
2. Learning from career and labour market information	Provide examples of the value of learning and qualifications and their connection to career	Encourage exploration and analysis of information about the labour market	Illustrate common career challenges and examine how they can be overcome	Encourage exploration of entrepreneurship and self-employment as a career route	Raise awareness of rights and responsibilities and provide examples of different work-life balances	Provide labour market date, policies and issues for analysis and discussion	Unifrog mentor sessions to complete Quizzes
3. Addressing the needs of each student	Shows how recording achievements can support lifelong learning and reflection	Use destinations data to provide institutionally specific labour market information, career stories and alumni contacts Differentiate delivery to meet the needs of Pupil Premium and SEND students			Challenge stereotypes and their relationship to life roles, work-life balance and career destinations		Year 11 SIRIUS Focus Day has information about all the Post-16 options and where these could lead to AMH to work with SEND and JMO to identify students who may require careers meetings AMH to mentor students who do not want to return to Highworth to support their Post-16 aspirations AMH to offer mentor sessions to support Kent Choices applications
4. Linking curriculum learning to careers	Curriculum highlights career learning content and identifies opportunities to address career						See CiC outline
5. Encounters with employers and employees	Visiting speakers talk about their experience in education, their qualifications and professional development	Visiting speakers talk about the roles available in their workplace and sector	Visiting speakers discuss the ways in which they have managed their own career	Entrepreneurs and other speakers who have changed careers to speak about their pathways and decisions behind change	Visiting speakers talk about what they do when they are not at work and how they balance the demands on their time	Politicians, campaigners, trade unionists and other experts talk about the politics of careers	Term 2, 3 and 4 there are virtual career talks covering a range of jobs within sectors. Speakers are asked to talk about the qualifications they have studied throughout their career and why they chose them. Biennial careers fair will include exhibitors from a range of local and national employers. Year 11 will be asked to find 10 employers and enquire about working hours and work-life balance
6. Experience of the workplaces	Prepare students for experiences of work by helping them to develop questions to find out about the roles available in the workplaces, what qualifications people need to get those roles and how you progress within the organisation			Offer enterprise competitions and other experiences of entrepreneurship	Encourage students to use their experience of work to find out how others balance work with life	Students consider how the organisations they visit operate and what they contribute to society and the economy and why they might be lauded or criticised	Covered in Y10
7. Encounters with further and higher education	Use encounters to help support students to think about the relationship between learning, work and career	Create opportunities for pupils to find out more about the full range of educational and training pathways	Discuss the ways in which a commitment to lifelong learning can open up new opportunities and support progression		Recognise learning as part of life which people need to make time for	Discuss the politics and economics of the education system including who pays and why	Biennial Careers Fair (2026): Exhibitors will include HE and FE institutions. SIRIUS Focus Day recap on Post-16 options
8. Personal guidance	Use personal guidance as an opportunity to reflect on activities students have participated in, what career learning they have done, how this contributes to their longer term goals and what further support they need to put their plans into action.						Year 11 offered 1-to-1 meetings throughout the year. Anne Cameron(EBP) will be given a Unifrog login to access student’s interactions AMH to mentor students who do not want to return to Highworth to support their Post-16 aspirations

Year 12 and Year 13

YEAR 12

	Grow throughout life	Explore possibilities	Manage career	Create opportunities	Balance life and work	See the big picture	Activities
1. A stable careers programme	Aim: Happy, confident, and prepared for their next steps Learning outcomes: Students have knowledge about a wide range of Post-18 options and have started to consider which one is best for them. Students have developed skills and knowledge that help them to succeed in recruitment processes Students have been offered the opportunity to secure work placements to help them develop transferable skills, knowledge and behaviours, and have reflected on how these relate to future aspirations.
2. Learning from career and labour market information	Provide examples of the value of learning and qualifications and their connection to career	Encourage exploration and analysis of information about the labour market	Illustrate common career challenges and examine how they can be overcome	Encourage exploration of entrepreneurship and self-employment as a career route	Raise awareness of rights and responsibilities and provide examples of different work-life balances	Provide labour market date, policies and issues for analysis and discussion	Unifrog mentor sessions to complete Quizzes LMI Assembly Unions Assembly Applying to Competitive Universities Assembly Higher and Degree Apprenticeships Assembly Higher Technical Qualifications Assembly Summer Schools Assembly National Apprenticeship Week talks Biennial Careers Fair Computer Science Careers Fair Create Your Future trip UCAS Detling Trip Maidstone Apprenticeship Fair trip Futures Focus Day
3. Addressing the needs of each student	Shows how recording achievements can support lifelong learning and reflection	Use destinations data to provide institutionally specific labour market information, career stories and alumni contacts Differentiate delivery to meet the needs of Pupil Premium and SEND students			Challenge stereotypes and their relationship to life roles, work-life balance and career destinations		LMI Assembly Post-18 Mini HE Fair includes most popular university choices Alumni apprenticeship talks Futures Focus Day Part 1 AMH to work with SEND and SFT to identify students who may require careers meetings Personal statement workshops
4. Linking curriculum learning to careers	Curriculum highlights career learning content and identifies opportunities to address career						See CiC outline
5. Encounters with employers and employees	Visiting speakers talk about their experience in education, their qualifications and professional development	Visiting speakers talk about the roles available in their workplace and sector	Visiting speakers discuss the ways in which they have managed their own career	Entrepreneurs and other speakers who have changed careers to speak about their pathways and decisions behind change	Visiting speakers talk about what they do when they are not at work and how they balance the demands on their time	Politicians, campaigners, trade unionists and other experts talk about the politics of careers	Term 2, 3 and 4 there are virtual career talks covering a range of jobs within sectors. Speakers are asked to talk about the qualifications they have studied throughout their career and why they chose them. Biennial careers fair will include exhibitors from a range of local and national employers. Year 12 will be asked to find 10 employers and enquire about working hours and work-life balance
6. Experience of the workplaces	Prepare students for experiences of work by helping them to develop questions to find out about the roles available in the workplaces, what qualifications people need to get those roles and how you progress within the organisation			Offer enterprise competitions and other experiences of entrepreneurship	Encourage students to use their experience of work to find out how others balance work with life	Students consider how the organisations they visit operate and what they contribute to society and the economy and why they might be lauded or criticised	Year 12 have 3 days to find their own work experience placements. In school activities are run for those who don’t secure a placement which includes an employer challenge. Year 12 Preparing for Interview Assembly Year 12 Interview Day CV and Cover Letter workshop on Futures Focus Day
7. Encounters with further and higher education	Use encounters to help support students to think about the relationship between learning, work and career	Create opportunities for pupils to find out more about the full range of educational and training pathways	Discuss the ways in which a commitment to lifelong learning can open up new opportunities and support progression		Recognise learning as part of life which people need to make time for	Discuss the politics and economics of the education system including who pays and why	Biennial Careers Fair (2026): Exhibitors will include HE and FE institutions. Mini HE Fair on Futures Evening Alumni apprenticeship talks Futures Focus Day Part 1 Induction Day Careers Programme talks
8. Personal guidance	Use personal guidance as an opportunity to reflect on activities students have participated in, what career learning they have done, how this contributes to their longer term goals and what further support they need to put their plans into action.						Mandatory group guidance appointments - grouped by interest and Post-18 aspirations Year 12 offered 1-to-1 meetings throughout the year. Anne Cameron(EBP) will be given a Unifrog login to access student’s interactions

YEAR 13

	Grow throughout life	Explore possibilities	Manage career	Create opportunities	Balance life and work	See the big picture	Activities
1. A stable careers programme	Aim: Happy, confident, and prepared for their next steps Learning outcomes: Students have reflected on their knowledge regarding Post-18 options and are pursuing the one best suited to their aspirations Students have acquired knowledge of recruitment processes and possess the confidence to succeed in these.
2. Learning from career and labour market information	Provide examples of the value of learning and qualifications and their connection to career	Encourage exploration and analysis of information about the labour market	Illustrate common career challenges and examine how they can be overcome	Encourage exploration of entrepreneurship and self-employment as a career route	Raise awareness of rights and responsibilities and provide examples of different work-life balances	Provide labour market date, policies and issues for analysis and discussion	Unifrog mentor sessions to complete Quizzes National Apprenticeship Week talks Biennial Careers Fair Computer Science Careers Fair Maidstone Apprenticeship Fair trip Futures Focus Day Part 2
3. Addressing the needs of each student	Shows how recording achievements can support lifelong learning and reflection	Use destinations data to provide institutionally specific labour market information, career stories and alumni contacts Differentiate delivery to meet the needs of Pupil Premium and SEND students			Challenge stereotypes and their relationship to life roles, work-life balance and career destinations		Alumni apprenticeship talks AMH to work with SEND and SFT to identify students who may require careers meetings
4. Linking curriculum learning to careers	Curriculum highlights career learning content and identifies opportunities to address career						See CiC outline
5. Encounters with employers and employees	Visiting speakers talk about their experience in education, their qualifications and professional development	Visiting speakers talk about the roles available in their workplace and sector	Visiting speakers discuss the ways in which they have managed their own career	Entrepreneurs and other speakers who have changed careers to speak about their pathways and decisions behind change	Visiting speakers talk about what they do when they are not at work and how they balance the demands on their time	Politicians, campaigners, trade unionists and other experts talk about the politics of careers	Term 2, 3 and 4 there are virtual career talks covering a range of jobs within sectors. Speakers are asked to talk about the qualifications they have studied throughout their career and why they chose them. Biennial careers fair will include exhibitors from a range of local and national employers.
6. Experience of the workplaces	Prepare students for experiences of work by helping them to develop questions to find out about the roles available in the workplaces, what qualifications people need to get those roles and how you progress within the organisation			Offer enterprise competitions and other experiences of entrepreneurship	Encourage students to use their experience of work to find out how others balance work with life	Students consider how the organisations they visit operate and what they contribute to society and the economy and why they might be lauded or criticised	Covered in Y12
7. Encounters with further and higher education	Use encounters to help support students to think about the relationship between learning, work and career	Create opportunities for pupils to find out more about the full range of educational and training pathways	Discuss the ways in which a commitment to lifelong learning can open up new opportunities and support progression		Recognise learning as part of life which people need to make time for	Discuss the politics and economics of the education system including who pays and why	Biennial Careers Fair (2026): Exhibitors will include HE and FE institutions. Alumni apprenticeship talks Enrichment
8. Personal guidance	Use personal guidance as an opportunity to reflect on activities students have participated in, what career learning they have done, how this contributes to their longer term goals and what further support they need to put their plans into action.						Year 13 offered 1-to-1 meetings throughout the year. Anne Cameron(EBP) will be given a Unifrog login to access student’s interactions

Reach for the Stars

Our school motto is what we encourage our students to do and at Highworth we promote a community where all members are:

Reflectivecreative and innovative
Eagerfor life-long learning
Aimingto achieve their full potential
Considerateconfident, independent individuals
Happyin a caring, respectful community

Contact Us

Headteacher: Duncan Beer

Maidstone Road, Ashford, Kent, TN24 8UD

01233 624910
office@highworth.kent.sch.uk

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