1. A stable careers programme

Every school and college should have an embedded programme of career education and guidance that is known and understood by students, parents, teachers, governors and employers.

• GTS will have a stable, structured careers programme that has the explicit backing of the senior management team, and has an identified and appropriately trained person responsible for it.

• The careers programme is to be published on the GTS website in a way that enables pupils, parents, teachers and employers to access and understand it.

• The programme will be regularly evaluated with feedback from pupils, parents, teachers and employers as part of the evaluation process.

2.Learning from career and labour market information

Every student, and their parents, should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information.

• By the age of 14, all pupils should have accessed and used information about career paths and the labour market to inform their own decisions on study options.

• Parents should be encouraged to access and use information about labour markets and future study options to inform their support to their children.

3.Addressing the needs of each student

Students have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each student. A school’s careers programme should embed equality and diversity considerations throughout.

• GTS’s careers programme will actively seek to challengestereotypical thinking and raise aspirations.

• GTS will keep systematic records of the individual advice given to each pupil, and subsequent agreed decisions using the SIMS and Compass+ systems.

• All pupils should have access to these records to support their career development.

• GTS will collect and maintain accurate data for each pupil on their education, training or employment destinations.

4.Linking curriculum learning to careers

All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.

• By the age of 14, every pupil should have had the opportunity to learn how the different STEM subjects help people to gain entry to, and be more effective workers within, a wide range of careers.

5.Encounters with employers and employees

Every student 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.

• Every year, from the age of 11, pupils should participate in at least one meaningful encounter* with an employer.

*A ‘meaningful encounter’ is one in which the student has an opportunity to learn about what work is like or what it takes to be successful in the workplace.

6.Experiences of workplaces

Every student 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.

• By the age of 16, every pupil should have had at least one experience of a workplace, additional to any part-time jobs they may have.

7.Encounters with further and higher education

All students should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.

• By the age of 16, every pupil should have had a meaningful encounter* with providers of the full range of learning opportunities, including Sixth Forms, colleges, universities and apprenticeship providers. This should include the opportunity to meet both staff and pupils.

*A ‘meaningful encounter’ is one in which the student has an opportunity to explore what it is like to learn in that environment.

8.Personal guidance

Every student should have opportunities for guidance interviews with a career adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made.

• Every pupil should have at least one such interview by the age of 16