Careers & personal development at Khalsa Secondary Academy
At Khalsa Secondary Academy we are committed to ensuring all students have access to impartial careers advice. Our mission is to promote education so that our students can make a difference in our society. In careers education, we believe that students who make the right careers choices will be able to empower themselves to succeed and to shape our collective future.
We support our students by providing them with a range of options to help them achieve their ambitions. Students have access to impartial careers advice and support from employers who can advise students when considering their future options.
We provide opportunities to work in partnership with employers, training providers, local colleges and others to inspire students through real-life contact with the world of work. We develop enterprise and employability skills whilst supporting inclusion, challenging stereotypes and promoting equality of opportunities.
Head of School – Mr J Williams
Careers Leader – Mr R Hague
Careers Adviser – Mrs J Basra
Head of Sixth Form – Mr A Kilbane
Head of SENCO – Mrs S Wilson
Linked Governor –
To ensure we are providing a balanced careers programme, we link our careers guidance to the Gatsby Benchmarks which have been explicitly referenced throughout the DfE’s Careers Strategy (December 2017) and the new Statuary Guidance for Careers (January 2018).
These 8 benchmarks are outlined as: -
Benchmark 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 pupils, parents, teachers, governors and employers
Benchmark 2: Learning from career and labour market information
- Every pupil, 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 the best use of available information.
Benchmark 3: Addressing the needs of each pupil
- 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.
Benchmark 4: Linking Curriculum Learning to Careers
- All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevant of STEM subjects for a wide range of careers path,
Benchmark 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.
Benchmark 6: Experiences of Workplaces
- Every Student should have first-hand experience of the workplace through work visits, work shadowing, and/or work experience to help their exploration of career opportunities, and expand their networks.
Benchmark 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.
Benchmark 8: Personal Guidance
- Every Student should have opportunities for guidance interviews with a careers 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. They should be expected for all Students but should be timed to meet their individual needs.