At Riverside Bridge School, in line with the Government’s careers strategy, we aim to make sure that all pupils, from the age of 4 to 16 access a bespoke education through our development of a Careers Curriculum.
We believe high quality careers advice and practical support in terms of access (e.g. pupils are supported with arranging and attending college interviews and visits), is absolutely essential if pupils are going to achieve their potential in their future life.
Outline of our Work Related Learning Programme
|Curriculum Pathways||Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
|Roots||People who help us:|
•Health care assistants
|Photography and Artists:|
Looking at different art. Painting and photography. How can this be used as a careers? Journalism, websites, artist, graphic design, advertising etc.
|Making sensory items that we could sell:|
Soap, fragrant bubbles, cakes, biscuits and sensory tubes.
Planting, growing food, herbs, vegetables etc.
Career in animal car.
|Jobs in the Building trades:|
Looking at jobs in construction.
Painters and plasterers.
|Jobs at the seaside:
Slot machine shop, Fish and Chip seller etc.
On the till, Trollies, shelf stacking, customer service, ware house, delivery, management, senior management.
|Farming for food:|
Exploring at vegetables we can grow, what barley, wheat and oats are used for.
i.e. up-cycling furniture, clothes or repurposing objects. i.e. tins into bird feeders
Classifying animals and exploring which animal is used for which food.
Caring for animals
Career in animal care
garden centre workers, flower arrangers, florists, events caterers (floral displays)
|Keeping the Beach safe and clean:
Jobs to do with maintaining the environment at the beach.
Environmentalists, Marine biology
|Leaf||Careers within the recycling industry: Municipal recycling centres.|
Record different materials that can be recycled at different recycling plants for example:
Jenkins lane does household and car waste. Re-food reuses/converts food into green energy.
|Careers within retail: |
Clothing and supermarkets.
Examining different kinds of retail. Both big and small.
Super markets and small independent.
Food or market stalls.
|Getting Things Done:|
Debating, student voice, student rights, mental health and wellbeing, school council.
|Careers within the Science/|
Investigating inventors and engineers.
Culminating in inventing something for the future.
|Careers in the theatre:|
Actors, Directors, Scene makers, Dressers, Seamstress/tailors, Writers, selling tickets at the foyer etc.
|Careers in the municipal/ public gardens and parks:
Grounds people, gardeners, admin, tree surgeons.
|Accreditation||Health & Safety:|
Investigating signs around school and surrounding area
Particularly surrounding warning signs, fire exits, safety information boards etc
|Health & Safety:|
Investigating the different road signs for example – crossing, directions, warnings, information
Contacting healthcare workers for appointments, communicating with emergency services
|Getting Things Done:|
Debating, student voice, student rights, mental health and wellbeing, school council
|Travel in the Community/|
Getting Things Done:
Using a bus, using an oyster card, using tube/train, asking a safe adult directions, getting to and from a destination
Directions, following a recipe,
how to file paperwork, how
to pay a bill, banking,
budgeting, use of services available, deadlines/return dates (library, college, bills etc.
Directions, following a recipe, how to file paperwork, how to pay a bill, banking, budgeting, use of services available, deadlines/return dates (library, college, bills etc.
Pupils in Year 10 & 11 l have the opportunity to engage in work experience.
This opportunity to go and work in the wider community is invaluable and allows our pupils:
• to apply the transferable skills learned in the classroom in a real-life context.
• to further improve their skills by making learning more relevant and practical
• to develop their personal and social skills
• to develop an understanding of work and its related responsibilities
• to broaden their awareness of the world of work
• to be introduced the knowledge and skills of particular occupational area/s
• to begin to make the transition from school
Impact of our Careers Programme
Careers activity needs to be relevant and inspirational for our pupils. We measure and assess the impact of our careers programme through:
the Gatsby Benchmarks which we use to measure the quality of our provision and to develop it further.
our Year 11 Destination Figures
We track our Year 11 school leavers each summer to confirm post-16 plans, and we aim to have as few ‘NEET’ (Not in Education, Employment or Training) destinations as possible.
A strong investment in our careers programme reflects our positive destination figures.
Year 11 Leavers’ Destination Data
|Number of Pupils||Destinations||Courses|
|2018-19 Leavers||100% (5 pupils)||Barking & Dagenham College||Edexcel Entry Level 1 Award in Personal Progress
E2 Skills for Independence and Work
Edexcel L1 Award in Vocational Studies