Careers Information, Advice and Guidance (CIAG)

The UTC is all about getting young people into the destinations they choose

Nationally, UTC students are in high demand by employers and achieve positive destinations due to them having not only sound academic qualifications but also being work-ready. Our careers provision offers a range of activities that are impartial and support students’ achievement by demonstrating the relevance of studies to future goals. Students develop self-awareness and confidence by engaging with careers activities and are fully supported throughout their time at DUTC so that they are equipped to follow their career goals and aspirations once they leave us.

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Gatsby Benchmarks

To ensure that CEIAG is fully embedded into the Doncaster UTC curriculum the Gatsby Benchmarks have been used as a template to base our careers action plan around.

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, governors 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 best use of available information.

3. Addressing the needs of each pupil
Students 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 careers programme should embed quality and diversity considerations throughout.

4. Linking curriculum learning to careers
All teachers should link curriculum learning with careers. Science, Technology, Engineering and Maths (STEM) subject teachers should highlight the relevance of STEM subjects for a wide range of future 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 with 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 career adviser, who could be internal 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 times to meet their individual needs.

AIMS and Objectives of the Careers Action Plan

• Provide all students high quality independent careers advice in order that they can make informed choices.
• Be transparent in our careers delivery and be pupil centred.
• Work in partnership with local and national employers and offer students the opportunity to engage with live projects.
• Develop student’s self-awareness and decision-making skills.
• Assist students to explore career ideas and discover the range of opportunities available to them including apprenticeships, jobs, higher and further education.
• Encourage students to aim high and aspire to reach set goals.
• Provide opportunities for students to engage with colleges and universities.
• Students will work closely with local and national employers centred around their subject specialisms to develop employability skills and improve their confidence.
• Students will fully engage with work experience virtually and in the workplace.
• Guidance will be individualised and adhere to equality and diversity strategies.
• By the end of Y11 and Y13 students will be supported with their transition into a meaningful destination