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Careers Independent Advice and Guidance

Careers Advice and Guidance

 

Vocational Opportunities

The school has a service level agreement with Activate Careers whose services are tailored to meet the individual IAG needs of our students. The service level agreement also meets the statutory requirements as specified by the Department for Education.

In September 2013, the DfE published a requirement that all schools and colleges should provide impartial information, advice and guidance for pupils in school Years 8 – 13. This is in addition to the requirements for the school to report learner’s destinations after leaving education.

Our students benefit from the following activities:

  • Group presentations covering self-awareness, choices and options, careers exploration, writing a CV/Application Form
  • Face to face individual careers guidance with supporting written action plan
  • Remote guidance (if appropriate) delivered via Google, Hangout, Skype
  • Destinations support
  • Group sessions led by consultants on topics which include, job search and interview skills
  • Employment websites and resources
  • Careers data
  • Completing College application forms

 

Activities

The school offers two Careers guidance interactive workshops to pupils in our two Key Stage 3 groups and a further two interactive workshop to pupils in Key Stage 4 and Key Stage 5, through Activate Learning. These workshops are planned to include self-awareness, choices and options at 16 and 19, careers exploration and the writing of CVs and Application Forms.

For those students in Year 14 there are three individual sessions offering careers advice and guidance with the compilation of related action plans as an outcome to these meetings.

Destination information is also made available annually for those students leaving the school at the end of Key Stage 4 and/or Key Stage 5.

This information is gathered and reported to meet OCC deadlines and is in keeping with DfE Requirements.

Last updated 16th, October 2017

 

Please see below for our Sixth Form Curriculum Offer

 

Sixth Form Curriculum Offer

 

Introduction

The Sixth Form curriculum at John Watson School has been tailored to meet the individual needs of our students. However as a school we also believe in the importance of providing our students with measured opportunities of success. Such opportunities provide an important means of improving the self-confidence and esteem of the individual.

The curriculum content therefore comprises of units of studies linked to the syllabuses of suitably accredited examination courses. These courses are outlined below:

 

ASDAN Personal Progress, Entry Level 1

ASDAN’s Entry 1 qualification in Personal Progress have been approved by the regulatory authorities Ofqual/DCELLS/CCEA and are listed on Section 96 of the Learning and Skills Act 2000 for candidates pre and post 16.

The course is delivered under the following five Unit titles:

  • Literacy/Numeracy/ICT
  • Independent Living Skills
  • Personal Development
  • Community Participation
  • Preparation for Work
  • Units particularly accessible for learners with PMLD

Within each of the above Unit titles there are a range of sub-units that can be incorporated into the planned programme of study.

The course is very much Life Skills orientated.

Aims:

The Entry 1 qualification in Personal Progress has been developed to allow recognition within the Qualifications and Credit Framework (QCF) of achievement beneath the Entry level of the National Qualifications Framework (NQF).

The Personal Progress qualification spans a wide range of achievement from the ability to encounter experiences to the ability to apply basic skills, knowledge and understanding to a range of familiar  experiences.

The qualification is offered at Entry Level 1 and below. In addition, unit certification is available to recognise smaller steps of achievement by students who are unable to achieve the full requirements of the qualification.

Structure and content

To achieve the Entry 1 qualifications in Personal Progress, students gain credits by completing units of study which provides evidence to demonstrate skills development.

Each credit has a value; 1 credit is equal to approximately ten hours of learning. Although learners may achieve individual units, they can also accumulate the credit they gain for each unit to build a qualification.

Learners may combine any of the Personal Progress units to reach the total minimum credit value of the qualification.

  • Students who accrue 8 credits will receive an Award qualification
  • Students who accrue 14 credits will receive a Certificate qualification
  • Learners who accrue 37 credits will receive a Diploma qualification
  • Students who accrue fewer than 8 units will be awarded a unit certificate, provided they have met the full requirements of the unit(s)

By offering this particular course, which is quite unique in its content, allows each student at John Watson School an opportunity of achieving a measure of success. That measure of success is differentiated to meet the academic ability of the student in keeping with his or her position along the Achievement Continuum.

The certificate for a unit will always report achievement at Entry Level 1. Certificates will be awarded where there is sufficient evidence that each of the assessment criteria has been met at a standard within the range specified in the unit.

In line with QCF requirements, each unit in this suite is specified in terms of learning outcomes and assessment criteria.

Unlike other QCF units, the assessment criteria do not pin down a precise standard at which they must be met. Instead they set out a range of standards (all within Entry 1) expressed in terms of stages on the Achievement Continuum. The expectation is that the learner will progress at least one stage along the continuum before the school seeks certification for them.

AQA English and Maths at Entry Level 1, 2, 3

AQA Entry Level qualifications in English and Maths are also offered at John Watson School to evidence the progress of our more able students. The learning objectives and outcomes associated with the subject strands at Entry Level 1 complement those within the ASDAN Personal Progress scheme. However those at Entry Level 2 and 3 provide greater challenge and allow some students to naturally progress to Functional Skills courses, GCSEs or NVQ courses at College.

AQA English Entry Level Functional Skills

This range of specifications allows students to demonstrate the fundamental applied skills in English that help people to gain the most from life, learning and work. Students are entered for this specification when they can demonstrate all the skills standards outlined at the appropriate level.

AQA’s Entry Level Functional English specifications have a clear component structure with Reading, Writing and Speaking, Listening and communicating being assessed through separate tasks. This means that students can either take the components in different examination series, or all in the same series.

AQA’s tests and tasks are based on a range of real life texts, contexts and scenarios in a skills based approach to Functional English.

All components at Entry 1, 2 and 3 are assessed by controlled assessment.

AQA Maths Entry Level Functional Skills

This particular mathematical programme provides students with a life skill orientated scheme of study, useful in everyday contexts and the world of work.

It promotes mathematical thinking and transferable skills over rote learning.

The course content allows students to be assessed via individual tasks which have been broken into shorter parts. Independent mathematical thought and processing skills are demonstrated at the appropriate level.

The course is seen as relevant to the needs of our students and is life skill orientated with mathematical thinking being promoted through activities and tasks. The specifications allow learners to apply their knowledge, to reason mathematically and to communicate clearly.

The course allows students:

  • To appreciate the importance of mathematics in their everyday lives
  • Provides opportunities to use mathematics within realistic contexts
  • Provides opportunities for progression through to Foundation mathematics

Recreational Opportunities:

Wheels For All

Wheels For All provides cycling sessions for people with disabilities or differing needs in the Oxfordshire area. During a session students are able to ride a range of adapted bikes that meet their needs, have fun and meet other people. The session encourages activity and helps develop the general fitness level of students.

Swimming

Opportunities for physical education are provided through the ASDAN Personal Progress scheme, in particular Developing community participation skills: participating in sporting activities. Using and accessing our local sporting facilities is considered important for our students as are opportunities to promote physical fitness. Consequently a weekly swimming lesson is timetabled at a local Sports Centre.

Residentials

Outdoor education, training and recreation promote active learning through direct personal experience and offer excitement, fun and adventure within a framework of safety.

Active learning and adventure outdoors can take place in a variety of environments: rural and urban, local and more remote. Outdoor education, training and recreation involve both young people and adults in a wide range of experiences, including adventurous activities on land and water and activities with an environmental focus. Methods used include skills-focused learning, problem solving, team building and self-reliant journeys and activities, with residential experience an especially valued feature.

Challenging experience outdoors impacts powerfully upon a young person’s intellectual, physical, spiritual, social and moral development.

Use of the outdoors makes a major contribution to physical and environmental education and enhances many other curriculum areas. It contributes to personal growth and social awareness and develops skills for life and the world of work. Qualities such as a sense of responsibility and a purpose in life are nurtured. There is also a great deal of intrinsic enjoyment and satisfaction to be experienced from participation in outdoor activities.

Experience in the outdoors provides rich opportunities for personal and social development through carefully structured group work in challenging situations. Trust, care, tolerance and the willingness to give and accept support are all encouraged and anti-social behaviour is challenged. Opportunities are presented to exhibit and develop effective interpersonal behaviour and to work co-operatively and effectively in teams.

The purposeful use of leisure time is increasingly seen as making an important contribution to a fulfilling lifestyle.

Outdoor recreation introduces our students to a range of worthwhile leisure pursuits which will enrich their future lives, and develops the skills and knowledge essential for safe participation. Outdoor exercise contributes greatly to health and fitness and continuing participation in outdoor pursuits encourages the maintenance of a healthy lifestyle into middle age and beyond.

Challenging outdoor experiences promote the development of communication, problem solving and decision making skills which have currency across a range of occupations. They encourage a positive “opting in” and “can do” attitude. Young people’s horizons are broadened, new challenges come to be relished rather than shunned, and perseverance and determination are reinforced. Values and attitudes developed in a context of shared endeavour help to form a sound basis for responsible citizenship.

Vocational Opportunities

The school has a service level agreement with Activate Careers whose services are tailored to meet the individual IAG needs of our students. The service level agreement also meets the statutory requirements as specified by the Department for Education.

In September 2013, the DfE published a requirement that all schools and colleges should provide impartial information, advice and guidance for pupils in school Years 8 – 13. This is in addition to the requirements for the school to report learner’s destinations after leaving education.

Our students benefit from the following activities:

  • Group presentations covering self-awareness, choices and options, careers exploration, writing a CV/Application Form
  • Face to face individual careers guidance with supporting written action plan
  • Remote guidance (if appropriate) delivered via Google, Hangout, Skype
  • Destinations support
  • Group sessions led by consultants on topics which include:

           Job search and interview skills

  • Employment websites and resources
  • Careers data
  • Completing College application forms

Last updated  October 2017