Careers Support

careers signpost

Since 2014 young people are expected to stay in some form of education until they are 18 years old.  Guidance is in place to reduce the number of students nationally who leave school at 16 with no firm plans.  There are 3 options available:

  1. Staying on at school/college to complete A levels or other full time study
  2. Apprenticeship
  3. Attending a part-time college course and working part-time.

The careers support programme at Settle College focuses on encouraging each student to consider a wide range of career pathways and provides the support to make their goals a reality.

We achieve this by offering students timely independent careers guidance and  the opportunity to meet a wide range of professionals.  Guest speakers from further education and industry as well as ex-students regularly provide students with an in-sight into the working world.  Independent careers advisors visit College to provide one to one careers interviews and lunchtime drop-in sessions, and school governors conduct mock interviews with every Year 10 student.

For students with a particular interest in a certain career, we endeavour to help them find out more information about their chosen field.  Recently we have been able to arrange summer work experience placements (this summer at three local Primary schools, Windle Beech and Winthrop, PBA Ecology, High Adventure Outdoor Pursuits and Skipton Building Society), and hosted employability workshops for Year 9 and Year 12 students, including a talk by Arla Foods on apprenticeship opportunities within the company, Skipton Building Society explaining the career prospects within their organisation and the National Citizenship Service offering new experiences/opportunities for students in Years 11 to 13.  Former student Richard Howson, CEO of Carillion (a support services and construction company employing 40,000 people worldwide) has visited and is returning this year, to advise and motivate students to achieve.

Careers information is easily accessible via Moodle, noticeboards and monitors in school.  Information on careers related activities and speakers is posted on our Latest News page.

For information about careers support for students with additional needs, please see the Information Report in our SEND section.

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The Personal Development Programme and Careers Education

As part of the taught curriculum, students in Key Stage 3 and Key Stage 4 follow the Personal Development Programme, which includes units of work that focus on Careers Education.

In Years 7 and 8 these lessons focus on Career Aspiration.  Year 7 students will be able to:

  • know what opportunities are open to them and what will support or hinder them in making the best of these
  • explain what is meant by a career and give examples from people they know
  • recognise and challenge stereotypes that may limit their career choices and aspirations
  • describe their personal aspirations, skills and qualities

Year 8 students will be able to:

  • explain where and how to get different sources of information, including labour market information and use it to inform future plans
  • assess personal risks which may affect employability and lifestyle
  • understand the range of 14-19 pathways and the importance of achieving qualifications
  • describe their personal learning targets
  • state examples of different types of work: voluntary, employment, self employment

In Year 10 the focus switches to Enterprise Education.  Year 10 students will be able to:

  • understand how businesses plan their finances to make a profit
  • understand how competition regulates business and encourages enterprise
  • understand how and when governments exercise control over business and enterprise
  • identify their enterprising skills and know how to develop them

In Year 11 the focus is clearly on post 16 pathways and planning for the future.  Year 11 students will be able to:

  • access information about post 16 learning options and progression routes
  • identify how well they are prepared for post 16 transition
  • describe the changing patterns of employment – local, national, global – and the impact this may have on their career plans
  • articulate their personal aspirations
  • access good impartial information and guidance
  • assess the relevance and reliability of information and guidance
  • understand how their experiences and achievements play a part in future plans