Woodmanstern Primary

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Careers

We are proud to be able to offer our pupils the help and support they need to make informed choices about their futures. Through
one-to-one meetings with Senior Leadership, talks given by professionals, educational trips or via the curriculum we deliver, we provide our learners with many opportunities to investigate their future pathways.

We work with post 16 providers, apprenticeship providers, higher education providers, external agencies and businesses to ensure the advice we give is current, correct and appropriate to the individual pupils.

All pupils are supported via the PSHE programme as well as through meetings with a member of Senior Leadership at key points in their education. They are also welcome to “drop in” if they have a question about their next steps at any time during their school career.

We believe in investing in our pupils’ futures by offering them valuable and continuing opportunities to learn and by allowing them to fully explore the options that are open to them.

We hope that you find this section of our website informative.

Careers Lead : Martin Mirshemirani
Contact number :  020 8764 1825 ext 149

Contact email : mmirshemirani@woodmansterne.london

The Gatsby Benchmarks

The Gatsby Benchmarks

Every young person needs high-quality career guidance to make informed decisions about their future. Good career guidance is a necessity for delivering high quality education in schools and is a vehicle for sustaining personal and academic development.

The Gatsby Benchmarks identify 8 key areas for schools to focus on to ensure that students leave education with the right guidance and a comprehensive understanding of how their aspirations are realised in the wider world.

These are the 8 benchmarks:                                                                                

1. A stable careers programme
2. Learning from career and labour market information
3. Addressing the needs of each pupil
4. Linking curriculum learning to careers
5. Encounters with employers and employees
6. Experiences of workplaces
7. Encounters with further and higher education
8. Personal guidance

In this section of the website you can find out how we use the benchmarks to support Careers Education at Woodmansterne Secondary School.

 

 

 

 

 

 

 

 

Careers Programme

This section will give you some insight as to how we aim to meet the Gatsby Benchmarks at Woodmansterne. Through strategic planning at key points in the academic year we aim to maximise every curriculum and extra-curricular opportunity in our delivery of careers education.

Whilst each year presents new opportunities, and as a school we constantly evaluate our provision and seek out new opportunities, the below table represents the skeletal structure of our careers programme.

Careers Programme 

Using the Gatsby Benchmarks, as a school we are able to facilitate meaningful and strategic careers educations across Key Stage 3 and 4.

The following table gives you an idea of how we ensure that Careers plays a deliberate part in our curriculum and in key transition points in the academic year. An example of this can be seen in Year 10 Summer Term where students have PSHE time dedicated towards future planning to ensure they are considering post-16 options, whilst exposure to higher education providers and employers opens their eyes to a range of avenues.

 

Linking Careers to the Curriculum- Gatsby Benchmark 4

Autumn Spring Summer
7

Maths: Bank of England Trip- Role of bank of England and jobs available.

Music: Playing in small ensembles.

PE: Building discussions around elite athlete's journeys and what pathways they took.

Humanities: Plate Tectonics unit allows students to understand the work of Geologists,
Volcanologists, architects, governments to
plan, predict and prevent the scale of
destruction caused by living in the danger
zone. Students will also be interested to learn how many people’s livelihoods depend
on volcanoes such as farming, mining and
tourism etc!

ADT: Students explore the work and
practices of various children's book
illustrators to inform their own storybook
design

Maths: Bank of England Trip- Role of
bank of England and jobs available.

Music: Playing in small ensembles.

PE: Building discussions around elite
athlete's journeys and what pathways
they took.

Humanities: Plate Tectonics unit allows
students to understand the work of
Geologists, Volcanologists, architects,
governments to plan, predict and
prevent the scale of destruction caused by living in the danger zone. Students will also be interested to learn how
many people’s livelihoods depend on
volcanoes such as farming, mining and
tourism etc!

ADT: Students explore the work and
practices of various children's book
illustrators to inform their own storybook design

Music: Using a Digital Audio
Workstation (DAW) to make music.

PE: Building discussions around elite
athlete's journeys and what
pathways they took.

Putting together a video using
student questions and athlete
responses based on journey, career and the importance of education.

ADT: Students explore how architects from the last century have approached designing housing. They examine how buildings shape people’s lives
and are encouraged to be critical
about their own housing and the
public buildings they use. Students
collaborate to plan a city/civilization and examine the problems town
planners face.
8

Science (these topics are studied by classes at different times throughout the year)

Digestion: Pupils learn about the role of
dieticians and nutritionists in establishing a
healthy diet. Pupils also study exercise plans and briefly investigate the roles of sport
scientists.

Music: Playing in small ensembles.

PE: Curriculum focus is more around leadership roles within sport, so we start allocating
roles such as ‘coach’, ‘umpire’, ‘referee’
etc.

Humanities: Hierarchy and Roles of the
Church.

ADT: Students play the role of artists for their mark making project. They explore the work and practice of artist Chris Offilli. Throughout the project they continually revisit the
differences between the professional roles
of artists and designers.

Humanities: British Empire: Students
learn how important trade and business is to the economy as well how goods
are imported and exported.
Campaigns / power of protest against unfair state laws helps students
understand the work of activists,
politicians and other organisations.

Globalisation: Students explore globalisation and its impact on job
opportunities and career prospects in
India and around the globe.

Maths: Unit on plans and elevations
links to civil engineering and
architectural design and drawing.

Music: Playing as a whole class
ensemble.

English: Oliver Twist scheme – discussion of public institutions and what they
have responsibility for. What is a
society?

PE: Curriculum focus is more around
leadership roles within sport, so we start allocating roles such as ‘coach’,
‘umpire’, ‘referee’ etc.

ADT: As part of their Food Preparation module, students explore the different careers associated with the food and
the hospitality industry.

Humanities: British Empire: Students
learn how important trade and
business is to the economy as well
how goods are imported and exported. Campaigns / power of protest against unfair state laws helps students understand the work of activists,
politicians and other organisations.

Globalisation: Students explore globalisation and its impact on job
opportunities and career prospects
in India and around the globe.

Maths: Unit on plans and elevations
links to civil engineering and
architectural design and drawing.

Music: Playing as a whole class
ensemble.

English: Oliver Twist scheme –
discussion of public institutions and
what they have responsibility for.
What is a society?

PE: Curriculum focus is more around leadership roles within sport, so we
start allocating roles such as
‘coach’, ‘umpire’, ‘referee’ etc.

ADT: As part of their Food
Preparation module, students
explore the different careers
associated with the food and the
hospitality industry.
9

Maths: Frequency trees and how we can
use them to find out the efficiency of medical tests /vaccines.

Science (these topics are studied by classes at different times throughout the year)

C1 Atoms and Periodic Table: Pupils investigate the roles of chemists in establishing the
structure of the atom.

B1 Cells: Pupils investigate the roles of
microscopes and the engineers and
scientists that use them.

C2: Structure and Bonding: Polymers and
synthetic fibres briefly touches on the roles
of clothes designers.

Music: Battle of the Bands. Replicating the
rehearsal processes of popular musicians
preparing for and performing gigs.

RS: Students start the unit with the key
Question: Why study RS? They explore the
key skills and knowledge of RS and learn
about further education and careers they
can access.

Geography: Rock investigations – role of
geologists in understand structure of world.

Rivers unit – Environmental agency and work of engineers in protecting areas at risk of
flooding.

History – Medicine through Time – skill
concentrates on explaining change and
making reasoned judgements and applying evidence to arguments – skills used in law,
business, journalism, marketing, civil service or government roles and research.

English: – Power of Protest scheme includes discussion about activism/key figures in
politics and their responsibilities

PE: Using knowledge on leadership roles
students will experience a sports education programme where they allocate roles within their team I.e., manager, coach, officiators, performers.

ADT: Students play the role of caricature
artists and explore how caricature artists
satirize political leaders and celebrities.

MFL - Unit on learning about Jobs in
French and what qualities you may
need to do those jobs . Discussion in
French about which jobs they would
like to do and why.

Maths: Algebra- links to writing and
forming equations to find the cost/
profit of a given business.

Music: Using a Digital Audio Workstation (DAW) to make music.

Geography: Ecotourism in tropical
forests and examples of trips/fieldwork conducted abroad if continuing with
Geography at KS5-University.

English: Travel & Adventure scheme
encourages students to ‘write in role’ - writing newspapers/blogs/articles etc. Discussion about the process of
drafting and editing.

ADT: Students play the role of jewellery and product designers and create
pewter products. They follow a design process that reflects the professional
practice of product designers.

Maths: STEM Careers Fair- Showcase the wide range of careers available
in STEM and inspire future generations of Scientists, Technicians, Engineers and Mathematicians.

Maths: Statistics-links to careers in
data analysis

Maths: Online session with AMSP
Which Career? - How maths is used
in different roles

Music: Solo performance skills.
Replicating the rehearsal processes of popular musicians performing as
a soloist.

Geography: Discussions around town planning and community organising as careers in geography through
Streatham Place Study.

History – Modern medicine (NHS,
DNA, Vaccinations) Students will get an in – depth understanding of the many different jobs within medicine.

Study of WW1 medicine – source work looking at reliability – journalism,
law, broadcasting, museum
creation.

PE: Building discussions around elite
athletes journeys and what
pathways they took.

Putting together a video using
student questions and athlete
responses based on journey, career and the importance of education.

ADT: Students consider the global
inpact of the textiles industry and how various designer’s approach the
6Rs.

10

MFL – social issues topics – students learn
about charity workers in Calais and West
Africa – discussion of what this type of work
involves.

Maths: Pythagoras and congruence – linking it to how these concepts are used by
architect and civil engineering.

Science (these topics are studied by classes at different times throughout the year)

Homeostasis and Response: Pupils learn
about the menstrual cycle, IVF and the
ethical considerations scientists (fertility
specialists) face when treating infertility.

Electricity: Pupils learn about the roles of
engineers when studying the national grid

Music: BTEC Unit 1: Venues, health and
safety, service companies and agencies,
publishing companies and record labels,
unions and trade bodies. BTEC Unit 3: Live
sound equipment, health and safety, using
inventories and stage plots

Geography: Coastal and River Management – Environmental Agency and importance of environmentalists in deciding actions to manage the coast.

History: Anglo-SaxonsRoles within the
church, government roles. Skills mainly cover literacy and forming supported arguments – important for advertising, marketing, law,
business, journalism, politics/civil service,
teaching.

3D Design: Students explore the professional process of lighting designers to inspire their
own light designs.

Art: Students explore the motivations,
interests and professional practice of various portraiture artists to inspire their own self
portrait. There is a focus on soft skills.
Students are encouraged to present their
work and collaborate at various points in the project.

Music: Students study industry job roles and responsibilities, looking at job
descriptions and person specifications at roles like sound engineering, rodies, etc

Maths: A unit about bearings linking it
to air traffic controllers.

Maths: Sampling- to understand out behaviour, scientists often need to know
our opinions. As they can’t ask all 7
billion of us, they need to sample us.

Music: BTEC Unit 1: PR and marketing
companies, performing and management job roles and responsibilities. BTEC
Unit 3: Live sound roles and
responsibilities, mixer functions, using a
schedule.

Geography: Top-down/Bottom-Up
Development – roles on civil service and International Development as well as charity sector discussed.

English: MOV live performance with
Q&A about careers in Theatre

PE – Students learn a component 2
topic on commercialisation and the
media. Which delves into the role of
businesses and sponsors in the sporting sector.

3D Design: Students explore the
professional process of renowned 20th century architects to inspire their own
building designs. 

Art: Students explore the work and
professional practice of various
sculptors and ceramicists to inspire their own ceramic objects.

Maths: Online session with AMSP
Which Career? - How maths is used
in different roles

Maths: Online session with AMSP
Making a million! This is designed to
engage Year 10 students while
developing an area of GCSE
mathematics beyond the curriculum. They will also inform students about
their options for studying
mathematics after GCSE.

Music: BTEC Unit 1: Media and
recording job roles and responsibilities. BTEC Unit 3: Live sound coursework – planning documentation, risk assessment, setting up, operating and
de-rigging the equipment.

Geography: Resource Management – roles in research and marketing/
advertising discussed through lessons on managing global resources and aiming to encourage attitudinal
changes of public. Also conflict
resolution and careers in UN
discussed through geopolitics in
India Case Study.

PE – Students learn a component 2
topic on commercialisation and the media. This is where students learn to build discussions around the different job roles associated in
commercialisation such as, the
performer, the sport, the media. We
look at finances and endorsements and what the advantages and
disadvantages are.

PE: Building discussions around elite
athlete's journeys and what
pathways they took.

Putting together a video using
student questions and athlete
responses based on journey, career and the importance of education.

11

Maths: Vectors-civil engineers use vectors
on road design to model the movement of a vehicle travelling along a curved section of the road.

Science (these topics are studied by classes at different times throughout the year)

Genetics and Variation: Pupils further
explore the roles of geneticists and fertility
doctors when exploring inheritance at the
GCSE level

Ecology: Pupils carry out sampling
techniques and learn about the roles of
ecologists in maintaining the natural world

Astrophysics (triple only): The roles available at NASA and other space agencies, and
the contribution they have made to space exploration at discussed

Music: BTEC Unit 1: Patterns of employment and getting a break, how different roles
and responsibilities interrelate,
self-employment and entrepreneurship,
getting paid. Unit 2: Managing a music product: planning, promoting and putting on a
gig.

Geography: Weather hazards and climate change. Discussion of multiple careers
linked to disaster planning, consultancy and insurance as a result of human-caused
climate change. Meteorology also
discussed.

History – study of Civil Rights – roles of
pressure groups, government roles, links to
advertising of how a message can be
heard.

PE: Anatomy and Physiology – discussion of the roles of physiotherapist

Maths: Gradient of a tangent at a point and estimating the area under
nonlinear gaphs-Formula 1 engineers
use curved speed-time graphs to track performance of their cars

Music: BTEC Unit 6: Planning a
recording session, identifying
equipment and understanding health and safety. Using recording equipment to produce multi-track recordings.

History: Vietnam War. Roles in the army, government agency roles in War, work of the UN, politics of war.

 

 

 

Useful Links

 

InvestIN provide free seminars to parents and pupils, looking at transferable skills and job market opportunities

https://investin.org/

UCAS (University and Colleges Admissions Service) provides accurate and recent information about career pathways in the UK

https://www.ucas.com/ucas/after-gcses/find-career-ideas/explore-jobs

First Careers is an online database which allows students to search for careers by subject, sector and brand

https://www.firstcareers.co.uk/

Find Courses provides information on average salaries for jobs across the UK

https://www.findcourses.co.uk/jobs/

This Is How shows young people the pathway towards career goals,

https://thisishow.uk/

Find your Future provides an online showcase for a variety of industries, sectors and courses

https://www.oxfordshirelep.com/findyourfuture

 

Labour Market Information

Learning from Careers and Labour Market Information (Gatsby Benchmark 2) 

Understanding Labour Market Information (LMI) is becoming more and more important as the world changes, so that all students can be aware of where different job roles are needed around the country and what types of jobs may need more people in the future.? Below is information on what labour market information actually means. 

LMI means finding out the following things about different job roles or career pathways: 

  • What do people actually do in this job / industry? 
  • How many people work in this job / industry? 
  • How much do people get paid in this job / industry? 
  • What qualifications do I need to do this job? What skills or qualities do I need to do this job? 
  • What are the typical working hours for this job? 
  • What percentage of men / women work in this job / industry? 
  • Where can this job / industry take me in the future? 
  • Where are these jobs located around the country? 
  • How many of these jobs will there be in the future? 

At Woodmansterne we aim to use LMI to inform the way we guide you in your support interviews, as well as to develop opportunities to reflect within our curriculum. 

Students may find the following links useful when considering how their goals for the future compare with the realities of the labour market: 

The LMI for All portal provides high quality, reliable labour market information (LMI) to inform careers decisions.     https://www.lmiforall.org.uk/  
Icould provides real stories about industry professionals to inspire you in your career       https://icould.com/  

This page is your go to place for the latest Labour Market Information for all areas of London

https://careerslondon.org/LMI-London  

Labour Market Information in London
We live in one of the largest and most commercially successful cities in the world, but the latest labour market data can give us a clearer picture of the trends and opportunities in our great city: https://data.london.gov.uk/briefings/labour-market-update-for-london-january-2021/   

How can LMI help me find a job? 

Useful Links

Average Salary Guide

Labour Market Information by UK

Labour Market Information London

London Market Information Bulletin

What Graduates do

Technology and Math Graduates

Employability in sport

Go Compare

Work Experience

Work experience for students is an important part of careers education, linking directly to Gatsby Benchmark 5 – Encounters with Employers and Employees.

At Woodmansterene we aim to offer a work experience placement to all students once they have completed their GCSE exams, allowing them to focus on the placement and its associated opportunities without missing crucial curriculum time.

Whilst we reserve physical placement for the latter part of Key Stage 4, we continue to look for virtual work experience opportunities for our students at various points in the year.

Virtual Work Experience Placements 

The following Virtual Work Experience Placements are on offer over the summer holidays for students in Year 10 who are interested in applying:

19th -23rd July
Assura
Property
Number of placements: 4

2nd - 6th August
Capita
Consulting
Number of placements: 20

2nd - 6th August
Child Poverty Action Group
Charity
Number of placements: 8

2nd - 6th August
Liberty Global
Communications
Number of placements: 10

These are unique and popular opportunities for students interested in future careers in these fields of work.

If you are interested, you can get more information and apply here

Please also email me at mmirshemirani@woodmansterne.london to let me know that you have applied. You should also put my details into your application. I can then support your application.

Good luck!

Mr Mirshemirani

Post-16 Options

Post-16 study in schools and sixth form colleges traditionally utilises the following pathways:

  • A-Levels
  • T-Levels
  • Technical and Vocational Qualifications (Level 1)

There are also a range of apprenticeships and supported internships available for students once they complete their GCSE studies.

The National Careers Service outlines the aims and arrangements for post-16 study in the UK:

https://nationalcareers.service.gov.uk/careers-advice/career-choices-at-16

We aim to support transition to post-16 study by facilitating sample sessions, arranging one-to-one advice through qualified careers advisors and offering a challenging yet supportive sixth form environment right here at Woodmansterne.

For more information on our sixth form provision beginning September 2022, please click here

Useful Links

Apprenticeships 2021

Career Planners

Post 16- It's your choice

Lambeth College Careers

University Links

At Woodmansterne we aim to develop links with further education providers and expose our students to a range of pathways linked to post-18 study.  

Oxford University
We have been fortunate enough to develop links with Oxford University for virtual seminars with Year 8 (Brain Gym) and Year 10 (What is all the fuss about Oxbridge?). 

Kingston University
All Woodmansterne Secondary pupils are taken on a trip to Kingston University to experience facilities and student life in further education. We have been unable to run this trip in 2020/21 due to COVID restrictions. 

UCL
Are you interested in the below virtual sessions run by University College London? Use the below link to sign up. 

https://www.ucl.ac.uk/widening-participation/learners/secondary/ucl-informed-futures 

Friends of Woodmansterne

At Woodmansterne, we are very keen engage our students with the careers curriculum in a practical way.

We have found that students gain a lot from external speakers who can offer a range of different viewpoints and advice.

As a result, we are very interested in bringing in people and organisations from outside of the school/college to engage with our learners about the world of work, post-16 choices, apprenticeships, higher education or school leaver programmes.

If you are able to offer us any support - by providing work placements, for example, or sharing your experiences in a particular industry or career then please complete the form below and we will get back to you as soon as possible.

 

Education Development Trust  

What do they do for Woodmansterne?

As a school we are committed to providing objective and accurate guidance to all our students. To ensure this we buy in a Careers Advisor from the Educational Development Trust to provide this for every student in Year 10. This supports our ongoing commitment to provide personalised guidance to each student.

We ensure that our curriculum reflects this ambition for our students and aim to ensure that our sixth form offer is wide-ranging and challenging.

More information on our sixth form provision can be found here

Who are Education Development Trust.

 

Future Frontiers 

The charity, Future Frontiers, offers one-to-one coaching to a group of our Year 10 students to aid them in their future planning. Students engage with industry professionals relating to their particular pathways, whilst receiving first-class mentoring around the world of work.

Future Frontiers School Brochure

 

Speakers

Coming soon! A pool of industry professionals who kindly give up their time to support careers education at Woodmansterne

 

Careers for Me 

It is never too early to start thinking about career choices. It is important as a student to consider how your curriculum links to the world of work, and how each career has a beginning point. Find out more about entry points to exciting careers below.

Employability Checklist

Apprenticeship vs University

 

BAME Careers in Law

Becoming a Lawyer

Career in The Army

 

Vocational Courses