Teachers Page

Information for Teachers and Educators

Mossbourne Fobbing Academy is dedicated to delivering high quality Careers, Education, Information, Advice, and Guidance (CEIAG) to inspire our students and empower them to make well-informed career choices. We are fully committed to achieving all eight Benchmarks outlined by the Gatsby Foundation.

Our school is devoted to supporting subject teachers in the development and integration of career-oriented learning opportunities within their curriculum plans. For more information, please consult our 'Careers in the Curriculum' document. Additionally, our shared drive contains an extensive collection of invaluable resources and websites tailored to each subject area, making it a valuable tool for both students and educators.

 

At Mossbourne Fobbing Academy, we aspire for all subject areas to actively engage in the following initiatives:

  1. Prominent Displays: Each subject features a prominent display that effectively illustrates the connection between subject learning and skill development with various career pathways. This visual representation will serve as a constant reminder for students of the real-world applications of their studies.

  2. Business and Organisational Partnerships: We foster meaningful relationships with over 70 local businesses and organisations to create opportunities for students to gain insights into potential career paths. These partnerships can facilitate internships, mentorship, or guest speakers.

  3. Alumni and External Speakers: We encourage alumni and external speakers to share their experiences and expertise with our students, whether through in-person visits or virtual sessions, allowing students to connect with real-world professionals.

  4. Field Trips and Visits: When suitable, we organise educational visits to local businesses or organisations, providing students with firsthand exposure to workplace environments and practical applications of their subject knowledge.

  5. Recorded Career Opportunities: We document all career-related learning opportunities within the schemes of learning to ensure that students have a clear record of the resources and experiences available to them.

  6. Whole School 'Careers Days': Implement whole-school "Careers Days" during which teachers kick off their lessons with a careers-focused approach. This can involve discussions about their career journeys or the presentation of short films featuring professionals from diverse roles, illustrating how subject-specific skills are relevant in various careers.

  7. Inclusive Approach: We tailor career-related guidance to meet the needs and interests of all students while actively challenging stereotypes related to gender and disability. Ensure that information and opportunities are inclusive and promote diversity in career choices.

By implementing these strategies, Mossbourne Fobbing Academy aims to provide a well-rounded and inclusive approach to career education that equips students with the knowledge and skills they need to make informed and empowered career decisions.

If you would like to access Unifrog and do not have an account please contact Mrs Mountney via careers@gablehall.com to request support.

Discover everything you need in order to provide good careers education to your students

Do you need help supporting potential NEET students?

THURROCK ON TRACK - A programme dedicated to helping young people achieve their career dreams.

Business and support organisations in Thurrock: Meet a range of local employers to learn about job opportunities and potential career paths available for you - Click Here

Careers advice and guidance activities ro support students with SEND - Expert advice and best practice suggestions on how to support your students with SEND in their career development - Click Here

Teachers Feedback

Teacher Feedback on Careers Programme at Gable Hall

I believe our careers programme offers valuable opportunities for students, providing a platform for meaningful meetings. Students are well-informed about whom to approach for career discussions, particularly in the older years where dedicated meetings for future planning are common.

The success of the Year 11 interview day has been remarkable, with students expressing its significant helpfulness. In geography, we are actively organising career-focused events, including sessions with a GIS specialism team for Year 11 geography students.

PowerPoints aligning careers with topics across all year groups and teachers highlighting job prospects from a geography GCSE contribute to a more integrated approach. The progress of careers at Gable Hall is evident, reflecting positive advancements for our students.

The recent Year 11 Mock Interview Day was a resounding success, leaving students pleased and smiling. Impressively, interviewers from Thurrock and Essex expressed their positive impressions and offered valuable tips for future use.

Year 10 students are undergoing interviews with our Thurrock Representative, accompanied by exciting trips to various locations. Additionally, students in years 7 to 9 are encouraged to use KUDOS, answering questions about themselves and exploring a list of potential jobs.

I genuinely consider this initiative as a great day and a fantastic opportunity for our students. It's worth noting that the boys, in particular, presented themselves well, adorned in suits and ties, appearing very smart.

Careers in the curriculum

Careers in the curriculum -  Careers in the curriculum is a continuous learning process.

The aims of developing careers in the curriculum is to:

  • to raise students’ aspirations and to broaden their horizons.
  • to inspire and to empower students to make informed realistic decisions at key transition points in learning and work.
  • to provide good quality independent and impartial careers advice to students which inspire them and motivates them to fulfil their potential.
  • to provide advice and guidance which is in the best interests of the student.
  • to provide opportunities to work in partnership with employers,training providers, local colleges and others to provide opportunities to inspire students through real-life contact with the world of work.
  • to develop enterprise and employability skills including skills for self-employment.
  • to support inclusion, challenge stereotyping and promote equality of opportunity.

Download for more information:

Teachers’ roles in careers in the classroom support in four main ways:

Career informant - Being a trusted adult who has made career decisions and has experiences that might inform a young person’s career building 

Pastoral support - Providing pastoral support and helping to make links to career decisions and career support

Within Area - Making connections between local areas and in the context of the wider curriculum, and building career knowledge, career management skills and career and work-related experience into the curriculum

Realising - Being involved in developing and delivering specific activities, for example as part of the Health and Well-being Area or as a cross-curricular activity 

Effective knowledge, skills and experiences are developed interdependently, and they enable students to acquire the attitudes and values that will help them to make principled choices that have a positive impact on their own career wellbeing and the wellbeing of others in society and the environment.

Develop career knowledge Build career management skills Have career and work-related experiences
The facts, information and ideas that students need to understand to develop their careers. This typically includes an understanding of education and training pathways, the labour market and the changing nature and future of careers and work. Acquiring career knowledge will contribute to the personal wellbeing and health of learners. The skills that learners use to successfully manage and make progress in their careers. These will typically include the ability to reflect, to undertake research, to make decisions and to develop resilience as well as the skills to manage their personal finances and develop transition skills such as making applications. The development of career management skills will enable students to make the best use of personal guidance, negotiate, advocate for themselves, tackle challenges and take advantage of opportunities. Experiences are one of the most important ways in which career knowledge and career management skills are developed. They are about offering learners active, participatory and experiential learning opportunities such as role plays, simulations, volunteering activities, work visits, work placements and contacts with visitors. Career and work-related learning experiences will enable students to raise their aspirations, broaden their horizons and improve their chances of success.

At Mossbourne Fobbing Academy we take this further and have outlined five aims of inspirational careers in the curriculum which provide a framework for thinking about the content and building blocks of progression.

  1. Exploring self and society - Learners develop an understanding of the purpose of work in life for themselves and society as a whole.
  2. Widening horizons - Learners become increasingly aware of the range of opportunities available to them, broadening their horizons.
  3. Overcoming barriers - Learners develop the attitudes and behaviours required to overcome barriers to employability, career management and lifelong learning.
  4. Exploring opportunities - Learners explore opportunities through a variety of meaningful experiences in learning, work and entrepreneurship.  
  5. Developing adaptability and resilience - Learners develop resilience and the ability to be adaptable in response to challenges, choices and responsibilities of work and life.

The five aims enable Mossbourne Fobbing Academy to identify knowledge, skills and experiences that are age- and developmentally appropriate for their learners and for the context, education and labour market within which we are operating.

Designing our careers in the curriculum - Designing the curriculum is influenced by three interacting and interconnected parts:

  • The characteristics of learners themselves that impact on their progress in achieving the four purposes
  • The immediate contributions of the supporters and opportunity providers who can assist learners in reaching their goals
  • The wider contextual factors that affect learners’ chances and choices.

The diagram below from the sections relating to careers and work-related experience in the Curriculum and shows the main influences that Mossbourne Fobbing Academy takes into account:

Picture1

Success at School - Digital Subject Guide

Success at School is the place for young people to explore careers, get the lowdown on top employers, and search for the latest jobs, courses and advice.

Success at School is a DfE-praised national careers website which helps students make informed decisions about their future, and connects them with employers and universities. In the last 12 months, we have received over 1 million visits from young people and their influencers.

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