Careers

Vision

Students will exhibit our three values of integrity, ambition and determination to achieve their career and higher education goals. We will strive to bring out the very best in each student and support them; whether it be in gaining a place at university, an apprenticeship or securing employment in a desired profession.

Ernest Bevin Academy is committed to delivering an exemplary Careers and Higher Education Guidance programme for all students in Years 7–13. Our careers programme enables students to explore a wide range of career pathways from the very start of their journey at the Academy.

The aim of the programme is to develop students’ understanding of the world of work while supporting them to make informed decisions about their future education, training, and career choices.

All careers activities are developed in line with the Gatsby Benchmarks of Good Career Guidance.

Collaborations

We are proud to collaborate with a wide range of universities, employers, and industry partners who play a vital role in supporting our students’ development. These partnerships provide valuable opportunities for students to gain real-world experience, broaden their academic horizons, and explore future career pathways.

Through workshops, mentoring, work experience placements, and university outreach programmes, students benefit from expert guidance and inspiring role models. These experiences help them make informed decisions about their futures while developing the confidence, skills, and ambition needed to succeed.

Our partnerships enable us to provide meaningful and impactful careers experiences, some of which are highlighted below.

Overview of the Careers and Higher Education Programme

Year 7

To be aware of the jobs that exist now, in the future and in my local area

Learning Objectives	Activities	Gatsby Benchmark
To know what jobs are important to my local economy	Geography topic, my local area and study of Tooting.	5, 2
To start to formulate an idea of my dreams and goals	During PHSE lessons, naming different job roles and how to achieve them. Watching careers videos. What happens if we don’t reach our goals, how do we cope? How does it affect wellbeing?	5, 2
To start to create an idea of what university life is like and understand further education	Visit to a local university. Assembly on university.	3, 5, 7
To settle into school and develop soft skills	Tutorial time: weekly activities to help students to become lifelong learners. Activities help to develop “life skills” such as resilience, confidence, responsible risk taking, public speaking and creativity. Activities may include Literacy skills, mindfulness, PHSE lessons and assembly.	2, 3
To begin to link curriculum content and subjects to career paths	Teaching staff highlight the relevance of their subject for a wide range of future career paths	2, 3, 4

Year 8

To be able to identify my own skills, likes and dislikes and how these relate to different types of work

Learning Objectives	Activities	Gatsby Benchmark
To know my strengths and weaknesses	PHSE ‘Who am I?’ to establish their strengths and weaknesses and apply this to possible careers.	3
To be able to name different careers and learn that money matters	PHSE lessons Tuesday mornings during form times students will focus on careers and money. They will look at long term goals, money and earnings.	2, 8
To explore the different careers available to me	Watching career videos during form time.	5, 6
To start to create an idea of what university life is like and understand further education	Visit to a local university. Assembly on university.	3, 5, 7
To develop my leadership skills	Buddy afternoon, supporting and mentoring a year 7 student who has just joined EBA.	3
To develop soft skills	Tutorial time: weekly activities to help students to become lifelong learners. Activities help to develop “life skills” such as resilience, confidence, responsible risk taking, public speaking and creativity. Activities may include Literacy skills, mindfulness, PHSE lessons and assembly.	2, 3
To begin to link curriculum content and subjects to career paths.	Teaching staff highlight the relevance of their subject for a wide range of future career paths	2, 3, 4

Year 9

To understand how subjects and hobbies can link to the world of work and formulate an idea of what options and career pathway I want to take

To link my subjects to future career options.	Watching career videos during form time.	5, 6
To make an informed decision about my option choices.	Taster lessons (subjects which are not studied KS3). Assemblies about options. PHSE lessons to cover options.	3
To begin to link curriculum content and subjects to career paths.	Teaching staff highlight the relevance of their subject for a wide range of future career paths	2, 3, 4
To decide on my career route and education pathway post KS3	Opportunity for individual careers interview, students wishing to meet with an independent and impartial careers advisor may request an interview. To attend a 1:1 careers advisor session, for students who are unsure e.g. possible NEET students.	3, 4, 8
To decide on my options.	Advice on GCSE Option Choices - Individual appointments with HOY or Member of Leadership to discuss Options.	3, 4
To start to decide on my future career based on my GCSEs, strengths and weaknesses	Attend careers fair. To research work experience options.	5, 2
To decide on my career route and education pathway post 16	Opportunity for individual careers interview, students wishing to meet with an independent and impartial careers advisor may request an interview. To attend a 1:1 careers advisor session, for students who are unsure. In particular to support SEND and PP students.	3, 4, 8
To attend a GCSE options fair	To attend an options evening at EBA and speak to class teachers about their subjects, and the connection to career paths.	3, 4
To develop soft skills	Tutorial time: weekly activities to help students to become lifelong learners. Activities help to develop “life skills” such as resilience, confidence, responsible risk taking, public speaking and creativity. Activities may include	2, 3

Year 10

To be aware of the jobs that exist now, in the future and in my local area

To gain first-hand experience of work	All year 10 students will attend work experience for one week. External agency (Wandsworth) to deliver an assembly on it.	5, 6
To start to decide on my future career based on my GCSEs, strengths and weaknesses	Attend careers fair. To research work experience options.	5, 2
To decide on my career route and education pathway post 16	Opportunity for individual careers interview, students wishing to meet with an independent and impartial careers advisor may request an interview. To attend a 1:1 careers advisor session, for students who are unsure.	3, 4, 8
To develop soft skills	Tutorial time: weekly activities to help students to become lifelong learners. Activities help to develop “life skills” such as resilience, confidence, responsible risk taking, public speaking and creativity. Activities may include Literacy skills, mindfulness, PHSE lessons and assembly.	2, 3
To begin to link curriculum content and subjects to career paths.	Teaching staff highlight the relevance of their subject for a wide range of future career paths	2, 3, 4

Year 11

To understand a variety of routes into further education and employment

To explore different employment options available to me	PHSE lessons every Tuesday morning. To cover success, next steps, applications, job interviews and behaviour in the workplace.	1, 3, 4
To practice interview techniques and develop interview skills	Job interview 1:1 practice, with member of staff and practice for sixth form applications/interviews. PHSE lesson interview skills development and CV writing.	8, 3
To attend EBA sixth form open evening.	Information on EBA Sixth Form - Opportunities in Sixth Form Evening; setting provides students with the chance to learn more about the courses we offer in sixth form	3, 7
To attend year 11 induction.	Students will take part in sixth form taster sessions and year 11 induction, where they have a tour and can ask sixth formers questions.	7
To understand alternative Further Education.	Information on alternative FE and apprenticeships – Workshops, talks by visiting providers, prospectuses and emails forwarded to students	3, 7

Year 12 & 13

12	To decide on my education pathway and career route	Careers during form time, using Uni frog.	7, 4, 3, 2
	To decide on my career route and education pathway	Opportunity for individual careers interview, students wishing to meet with an independent and impartial careers advisor may request an interview. To attend a 1:1 careers advisor session, for students who are unsure	3, 4, 8
	To apply to UCAS	During form time, and tutors to track.	7
	To start to decide on my future career based on my A-levels, strengths and weaknesses	Attend careers fair. To research work experience options.	5, 2
	To decide on FE options	Applying to apprenticeships.	7
	To visit universities	To arrange individual visits to universities, year 12. Departments may arrange visits to local universities which have excellent course for their subject e.g. computer science.	7
	To arrange internships during Summer.	For year 12 students to arrange internships over Summer.	7
	To complete a personal statement.	To Attend “UCAS week” and finalise personal statements, with support.	7
13	To decide on my education pathway and career route	Careers during form time, using Uni frog; personal statements writing, CVs and interview techniques.	7, 4, 3, 2
	To decide on my career route and education pathway post KS5	Opportunity for individual careers interview, students wishing to meet with an independent and impartial careers advisor may request an interview. To attend a 1:1 careers advisor session, for students who are unsure priority to possible NEETs	3, 4, 8
	To start to decide on my future career based on my A-levels, strengths and weaknesses	Attend careers fair. Form time (Unifrog)	5, 2
	To assist students on results day	Assist with confirmation and clearing – results service provided	7

Measuring the Impact

The impact of the Careers Programme is regularly assessed by short post-activity feedback forms as well as larger end-of-year surveys. The careers team value student feedback and strive to implement student suggestions in planning of future activities. For more information about our Careers Programme, please contact our Careers Leader, Jayne Young.