The Farnley Academy offers a careers education programme that prepares students for the next steps in their education, training or employment. The academy is committed to providing comprehensive and good quality information, advice and guidance to all students to enable them to make effective decisions for the future about a wide range of career pathways. The programme aims to inspire students, raise aspirations, broaden horizons and challenge stereotyping.
We provide access to a wide range of activities that inspire young people, including employer talks, motivational speakers, workshops, mock interviews, workplace visits, college and university visits and our annual Careers Fair that takes place every October.
Mrs Brennan, our qualified Careers Adviser, is based in the Careers Office, upstairs in Tomlinson. She provides students with careers education sessions and independent and impartial advice and guidance regarding their career and further and higher education decisions.
The Careers Office is open to all students for drop-in enquiries at break and lunchtime on Mondays, Tuesdays and Wednesdays. Mrs Brennan works closely with form tutors across all year groups at key points throughout the year, providing support during form time, PD lessons and assemblies.
The Farnley Academy’s CIAG activities
Our vision for Careers Information and Guidance at The Farnley Academy:
- All students are proud of their abilities; they are ambitious and excited about their potential.
- All students benefit from an inspiring and aspirational ‘careers and further education culture’ within the school.
- All students are supported with up to date information and impartial guidance to make effective careers/educational decisions.
- There is a reduction in NEET figures, particularly for disadvantaged students
- The percentage of girls continuing to study STEM subjects/pursue STEM careers post year 11 increases.
- All students understand the connection between school and their adult lives as CEIAG is instilled across every aspect of the curriculum.
- All stakeholders have a clear understanding of the importance, the provision and the performance of CEIAG at the academy
The Gatsby Benchmarks
The Gatsby Career Benchmarks are the result of an international study to find the best practice in Career Guidance worldwide. The eight benchmarks underpin the Careers Information and Guidance programme that we offer at The Farnley Academy.
Every school and college should have an embedded programme of career education and guidance that is known and understood by students, parents, teachers, governors and employers.
Every student, 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.
Students have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each student. A school’s careers programme should embed equality and diversity considerations throughout.
All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.
Every student 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.
Every student should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.
All students 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.
Every student should have opportunities for guidance interviews with a career adviser, who could be internal (a member of school staff) 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 students but should be timed to meet their individual needs.