The Ridgeway Careers Curriculum strives to provide students with inspirational, achievable and current information, advice and guidance to allow individuals to make informed choices for their future.
We achieve this by using interactive careers guidance and utilising a wide range of resources that are flexible and inclusive. We provide each individual with the information, key skills, analysis and positivity to enable them to pursue their aspirations. We are committed to nurturing their interests, excitement and creativity and strive to give impartial encouraging advice.
We deliver Careers, Education, Information, Advice & Guidance ( CEIAG) in many ways across the school including:
To see how these initiatives are interwoven into our broader curriculum, click below for The Ridgeway School & Sixth Form Learning Journey:
In addition to this, The Ridgeway School and Sixth Form is proud to provide membership for every student to a dedicated careers site for students, giving a user-friendly platform.
Unifrog is ‘the complete destinations platform’ for career research and career skills development. In addition, The Ridgeway School uses Unifrog to help motivate students to work hard towards their goals – thus raising attainment. Unifrog is mapped against the Gatsby Benchmarks and as such helps The Ridgeway School and Sixth Form to deliver outstanding careers guidance in accordance with the new careers strategy.
Throughout their time at the school, all careers-based activity (from interactions and competencies to intentions and interests) is recorded on the individual page. This is delivered by Unifrog:
The Gatsby Benchmarks are a framework of 8 guidelines that define the best careers provision in secondary schools.
The Ridgeway School and Sixth Form are committed to meeting all of the Gatsby Benchmarks; working in collaboration with Careers Enterprise Company.
We intend to provide a bespoke, robust, dynamic and creative careers programme to every individual by implementing the information and resources into curriculum and extracurricular activities. We ensure that every individual is provided with all the careers information, advice and guidance to make a positive impact on their future.
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 and employers.
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.
3. Addressing the needs of each pupil
Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.
4. Linking curriculum learning to careers
All teachers should link curriculum learning with careers. For examples, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of career paths.
5. Encounters with employers and employees
Every pupil 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.
6. Experiences of workplaces
Every pupil 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.
7. Encounters with further and higher education
All pupils 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.
8. Personal guidance
Every pupil 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 pupils but should be timed to meet their individual needs.
At the heart of The White Horse Federation is a belief in using collaboration to provide a first-class education to a wide range of children. This means that every child understands what they are capable of, and can collectively strive for excellence.