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Prospect House has an embedded programme of career education and guidance that is introduced to students as they join our school.
We have based our monitoring of student progress against the Gatsby Benchmarks and our own career subject tracking in line with our Know and Remember curriculum.
The Know and Remember curriculum is taught throughout the school.
The 'Know More' modules for careers are the topics that students work under through each key stage.
The 'Remember More' modules are core elements of the careers curriculum that change every half term and are repeated each year.
These two elements work side by side to ensure the core of our subject is taught over and over whilst the topics change to offer a range of experiences. This is outlined in the overview below.
Our Know More topics are broken down over key stages.
The Know More topics develop students understanding and allow them to begin taking responsibility for themselves, their environment and others around them. These careers areas then move into school jobs, enterprises and businesses which are supported with experiences brought in from external professionals and our cultural capital offer.
EYFS - Personal Jobs
Pupils will begin to take responsibility for themselves and their belongings.
Our checklists will cover activities such as entering a classroom and hanging up their coat as well as checking schedules and sitting sensibly.
KS1 - Classroom Jobs
A class rota for jobs is introduced in Key Stage 1.
Stacking chairs, collecting in school diaries and recycling are examples of how pupils will develop their responsibilities beyond themselves.
KS2 – School/Community Jobs
Pupils will begin to look at what is involved with certain jobs done within the school. This includes our 'Recycling Team', 'Site Management' and 'Office Administration'.
What are the Gatsby Benchmarks?
The eight Gatsby benchmarks of Good Career Guidance
Benchmark One
A stable careers programme
Prospect House has an embedded programme of career education and guidance in our Know and Remember curriculum. Access to this is available via our school website
Benchmark Two
Learning from career and labour market information
Every learner, and their parents (where appropriate), has access to information about future study options.
Benchmark Three
Addressing the needs of each pupil
Learners have different career guidance needs at different stages. Opportunities for advice and support are tailored to the needs of each learner. Our school careers programme has equality and diversity at the heart of its design.
Benchmark Four
Linking curriculum learning to careers
All subject staff link curriculum learning with careers, even on courses which are not specifically occupation-led. For example, STEM subject staff will highlight the relevance of STEM subjects for a wide range of future career paths. Study programmes also reflect the importance of Maths and English as a key expectation from employers.
Benchmark Five
Encounters with employers and employees
Every learner should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities, including visiting speakers, mentoring and enterprise schemes.
Benchmark Six
Experiences of workplaces
Every learner should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities and expand their networks.
Benchmark Seven
Encounters with further and higher education
All learners should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes, and learning in schools that are appropriate for the future aspirations
Benchmark Eight
Personal guidance
Every learner should have opportunities for guidance interviews with a careers adviser, who could be internal or external, provided they are trained to an appropriate level. These should be available for all learners whenever significant study or career choices are being made. They should be expected for all learners but should be timed to meet individual needs.
