How is our Careers programme delivered?

Alongside our Careers Curriculum Program, we also offer our students a host of activities, opportunities and lessons to support and enrich their future career choices including:

Year 10 Work Experience Week: A week-long opportunity for students to gain hands-on experience in various professional settings, allowing them to explore potential career paths and develop essential workplace skills.
Careers Power Day: An annual event offering a diverse range of activities and resources tailored to different year groups, aimed at enhancing students' understanding of career opportunities and providing valuable guidance for their future endeavours.
Regular University Events and Guest Talks: Scheduled sessions offering students insights into university life, academic programs, and career pathways, helping them make informed decisions about their higher education options.
Annual UCAS Discovery Exhibition for Year 12 Students: An informative event showcasing a wide array of university courses, apprenticeships, and career opportunities, specifically curated for Year 12 students to aid them in their post-secondary education planning.
Annual Careers Fair: A comprehensive event featuring representatives from various industries and educational institutions, providing students with the chance to explore potential career paths, gather information, and network with professionals.
Annual Maidstone Apprenticeship Fair: Held at Mote Park, the Apprenticeship Fair is an exclusive opportunity for students to learn about apprenticeship programs, meet with employers, and discover the diverse range of apprenticeship opportunities available in the local area and beyond.
Regular External Speakers: Inviting professionals and experts from different fields to share their insights and experiences with students, broadening their understanding of potential career paths and industry trends.
STEM Week Careers Activities: Engaging activities and workshops during STEM Week aimed at highlighting the importance of science, technology, engineering, and mathematics in various careers, inspiring students to pursue STEM-related fields.
National Apprenticeship Week: Dedicated activities and resources are organised during National Apprenticeship Week to raise awareness about apprenticeship opportunities, educate students about the benefits of apprenticeships, and connect them with potential employers.

Year 7 Careers Programme

Managing money at Secondary School	This session covers a range of issues to do with money such as wants and needs, budgeting pocket money, legal and illegal ways to earn money under 16 and aspects of child criminal exploitation.	Students should be able to: Suggest ways to manage their money, so they spend what they need and save to get what they want Understand some ways of earning money	PSHE Association H2,H5,H6,H7,H13,L2,L3,L9 RSE H1,H10
Who am I?	Students develop self-awareness skills by reflecting on their likes, cultural heritage, connections and interests. They will also explore how some characteristics are protected by law.	Students should be able to: Describe who they are Draw connections between their likes, culture, connections and interests Understand that certain characteristics are protected by law	PSHE Association H1, H4 , R14, R15, R16, L1 RSE R9, R11 Gatsby 3.
Exploring possibilities of 'Dream' jobs	Students analyse the skills and themes relating to their dream job and explore other careers with shared characteristics.	Students should be able to: Identify the key skills and themes that relate to their ‘dream job’ Explain the benefits of exploring related career options and not focusing on one single dream job	PSHE Work and career, choices and pathways Gatsby 2,3
What is a career?	Students explore how a career can be defined as a career journey. They identify activities that form part of their career journey and look towards career ideas for the future.	Students should be able to: Define ‘what is a career?’ Identify a range of career sectors and jobs that they might be interested in Understand the skills required for different jobs, and the rewards and challenges they may bring in the future	Gatsby 2, 3 PSHE Manage career
What is an entrepreneur?	Students explore what it means to be entrepreneurial, considering the importance of taking initiative and learning from role models.	Students should be able to: Define what an entrepreneur is Identify some entrepreneurial skills Explain what a role model is	PSHE Learning skills Gatsby 3
Work Life Balance	Students explore the importance of maintaining a work-life balance and investigate strategies that will enable them to do so.	Students should be able to: Explain what work-life balance means to them Suggest ways to improve work-life balance and manage situations of work-life imbalance Describe an example of when they’ve demonstrated the skill of balance	PSHE Employment rights and responsibilities Gatsby 2 and 3
Careers and the future	Students explore some examples of how employment today is different to employment in the past and they consider the skills that are predicted to be essential for the future workforce.	Students should be able to: Identify a skill that’s predicted to be valued by future employers Explain at least one example of how careers have changed over time	PSHE Work and career Gatsby 2, 5

Year 8 Careers Programme

What are my interests	This session looks at students. Creating a collage of their interests. They also explore what they are proud of and connect their interests and achievements with different careers.	Students will describe their interests Students can draw connections between interests and career options. Students can write about an activity that links to their interests.	Gatsby 2,3,8
Job applications: superhero CVs	This session students explore what goes into a CV. They work in teams to create a resume for a superhero of their choice.	Students can define what success means to them. Students acknowledge that success can be measured in different ways and can be achieved within lots of different career paths. Students reflect on their own successes and set goals for future successes.	PSHE Living in the wider world Gatsby 2
Challenges and rewards of work	Students reflect on the challenges and rewards associated with being a student and explore the challenges and rewards associated with being in employment.	Students should be able to: Identify some of the rewards associated with working Identify some of the challenges associated with working Define what having a growth mindset means	PSHE Employment rights and responsibilities Gatsby 2,5
Creating the life you want: making a vision board	Students explore what they might want their life to look like in the future. They create a vision board digitally or by hand using templates as a guide.	Students should be able to: Describe what they’d like their life to look like in the future Draw connections between their skills, abilities and interests to visualise ideas for their future Formulate realistic goals for the future	Gatsby 1,3
What does success mean to me?	Students explore the concept of being successful in their career journey, considering different ways of defining success in life and work.	Students should be able to: Define what success means to them Acknowledge that success can be measured in different ways and can be achieved within lots of different career paths Reflect on their own successes and set goals for future successes	PSHE Work and career Gatsby 3
Careers and the climate	Students explore some examples of green jobs and sustainable degrees, considering how future career pathways and green skills can help to protect the planet.	Students should be able to: Describe a career that could be considered a green career Describe a subject that could be considered a sustainable degree	PSHE Work and career Gatsby 2
Decision making: Choosing what to study at KS4	Students explore the next steps they need to take in advance of choosing their Key Stage 4 optional subjects.	Students should be able to: Identify important factors to consider whilst deciding on subject choices Outline what they need to do next to reach their decision	PSHE Choices and pathways Gatsby 2,3,8

Year 9 Careers Programme

What are my skills?	In this sessions students explore the importance of skills for the workplace and reflect on how transferable skills help us to prepare for the jobs of the future.	Students explain why developing and recording skills now is important for the future world of work. Student reflect on their own skills and achievements.	Gatsby 2,3,8
What comes after school? The main learning pathways	Students will have accessed information about possible career paths and the labour market to help them make informed decisions, this session looks at entrepreneurship alongside case studies to enable students to make informed decisions about their potential career pathway.	Careers education Researching skills Being an entrepreneur Presentation skills Creative skills	PSHE Association L4, L5, L6, L8, L9, L11, L12
Taking control of your career journey	Students explore needs and wants and how this relates to career planning. They identify how students could take the initiative in various scenarios, explore barriers people may face in their career journey, and how to overcome them.	Students should be able to: Identify the career needs and wants of themselves and others Understand how to take the initiative in developing their career journey Reflect on how to overcome barriers people face on their career journeys	PSHE Living in the wider world Gatsby 2
Becoming a young entrepreneur	This session focuses what it takes to be a young entrepreneur. Students will have the chance to look at whether their characteristics could lead to them being an entrepreneur.	Students should be able to: Identify the career needs and wants of themselves and others Understand how to take the initiative in developing their career journey Reflect on how to overcome barriers people face on their career journeys	PSHE Association L4, L5, L6, L11, L12
Working and Earning – Managing money	Students explore their employment rights as young workers in the UK and discuss the importance of budgeting when managing an income.	Students should be able to: Identify some of their employment rights as a school-age worker Calculate a monthly wage from an hourly rate or annual salary List some essential and non-essential expenditure when creating a budget	PSHE Employment rights and responsibilities Gatsby 2,5,6
Financial Choice – Budgeting/Saving/Debt	Students assess the risks associated with financial decisions and analyse ways to manage emotions in relation to money.	Students should be able to: Identify a range of different values and attitudes relating to money and debt. Recognise, assess, and manage the risks associated with financial decisions and illegal financial exploitation. List some strategies about how to manage emotions in relation to money. Evaluate social and moral dilemmas about the use of money, including the influence of advertising and peers on financial decisions.	PSHE Financial choices
What is the labour market and why is it important	Students explore what the labour market is and how to identify and use different types of labour market information. They also explore what can influence the labour market and use Unifrog tools to explore how labour market information can help them make more informed choices.	Students should be able to: Define the labour market and labour market information Identify different types of labour market information Compare labour market information	PSHE Living in the wider world

Year 10 Careers Programme

My career journey	In this session, students reflect on their career journey so far by completing a career journey template.	Students identify what they are doing to support their career journey. Student draw connections between their past, present and future in relation to their career journey and identity the career values that are important to them.	Gatsby 1, 2,3,8
Exploring Employer Profiles	Students are introduced to the employer profiles, they will learn how to explore what it’s like to work at some of the world’s largest companies.	Students identify skills and experiences that are valued by employers. Students give examples of characteristics of a high quality employer.	Gatsby 2,7
What type of career is best for me	Students explore the pros and cons of different environments and reflect on which they think would be best for them.	Students explain the pros and cons of remote working, in person working and hybrid working.	Gatsby 2,3,6
Wellbeing/Remote working	Students explore the concept of wellbeing in the workplace, including mental health, rights and responsibilities, discrimination, and health and safety.	Students should be able to: Name examples of reasonable adjustments an employer could make in response to mental health Name examples of health and safety responsibilities of the employer State what to do in response to workplace discrimination	Gatsby 2,3,6,7
Using the interest profile	Students assess the risks associated with financial decisions and analyse ways to manage emotions in relation to money.	Students can identify a range of different values and attitudes to money and debt Students can recognise, assess and manage the risk associated with financial decisions and illegal financial exploitation Students can evaluate social and moral dilemmas about the use of money, including the influence of advertising and peers of financial decisions.	Gatsby 3
Using the personality profile	Students will take the Personality quiz and then use their Personality profile to browse suitable careers and subjects.	Students should be able to: Access their Personality profile State an example of one career that suits their personality type State an example of one subject that suits their personality type	Gatsby 2,3,8
Using the work environment profile	Students will take the Work Environments quiz and then use their Work Environments profile to browse suitable careers.	Students should be able to: Access their Work environment profile State an example of one career that suits their preferred Work environment categories	Gatsby 2,3,8

Year 11 Careers Programme

Positive choices – external session	Students reflect on choices that they have made comparing to their views on what they would be interested in or completing by this stage in their life.	Students will complete feedback to an external company who interviewed them when they were in Year 7 and are looking to see how their choices may have changed.	Gatsby 2.3.8
What are my employability skills?	Students explore the skills that are valued by a range of employers and reflect on the best ways to record these skills.	Students should be able to: Explain why it’s important to record experiences, learning and achievements Describe some strategies to manage their CV, resumé or online presence and its impact on career opportunities Explain the benefits of responding positively to help, support and feedback Recognise the value of challenging themselves and trying new things	Gatsby 3
Post 16 choices	Students compare the pathways available to them after school, including education, employment, and apprenticeships.	Students should be able to: Identify pros and cons of full-time education Identify pros and cons of employment Identify pros and cons of apprenticeships	Gatsby 2,3,7
Decision making: choose your post 16 pathway	Students focus on how to make informed decisions around their post-16 pathways.	Students should be able to: Understand how to make informed decisions Identify the decision they need to make about their post-16 choices Plan how they will make an informed decision about their post-16 choices	Gatsby 2,3,8
Money talks; apprenticeships vs higher education	Students will explore the pros and cons of apprenticeships and higher education pathways, focusing upon the financial implications.	Students should be able to: State pros and cons of apprenticeships State pros and cons of higher education Explain how factors such as someone’s financial situation could impact their career pathway choices	Gatsby 3

Year 12 Careers Programme

Term 2 – Careers Guidance Delivered through Form Time/Step Ahead

My Career Ambitions:

Personal branding CV and online profile

Confidently managing transitions

Preparing for an employer assessment day

Students explore the importance of creating a positive and professional personal brand.

Students explore the challenges associated with post-18 transitions and the strategies they could use to manage these challenges.

Employer assessment days are a common part of the recruitment process. Get students prepared using this lesson!

Supports readiness for the next phase of education, training or employment so that pupils are equipped to make the transition successfully, including, for secondary schools, through career information education, advice and guidance

Gatsby

1,3,8

Term 4 –Careers Guidance Delivered through Form Time/A Step Ahead

Setting career goals

What makes an employer ‘good’ to work for?

How to network and be enterprising

Students should be able to:

State pros and cons of at least three post-18 career pathways
Use the RAM goal-setting approach
Identify a career goal
Identify at least one next step they could take in their career journey

Students explore the factors they should consider when deciding if an employer is ‘good’ to work for.

Students explore what networking and enterprising mean and think about careers that use these skills. They take part in group networking scenarios where they'll have to plan how who they need to network with and how they would connect with them.

Term 5 - Careers Guidance Delivered through Form Time/Step Ahead

Higher Education and Apprenticeships

To evaluate the ‘next step’ options available, such as higher education, further training or apprenticeships, and gap year opportunities

How to produce a concise and compelling curriculum vitae and prepare effectively for interviews

Preparation for university/apprenticeships/ world of work.

Financial support re budgeting for future planning and student loan information and guidance

Form Time Activities
September – Post 18 Options Evening: overall school support and specific workshops on Oxbridge/Medicine/Personal Statements/Apprenticeships
March – Apprenticeship Fair
March – Higher Education and Apprenticeship Evening: school programme of support, university input and apprenticeship guidance
March – Careers Power Day, alumni, careers fair, university, apprenticeships and gap years
March – UCAS and apprenticeship convention
March – May – research for next steps post 18. Tutor time and A Step Ahead lessons are used to support this. Students familiar with unifrog, used throughout A Step Ahead lessons and highlighted to parents and students in September to support with future potential career ideas.
May – July – personal statement preparation and completion of applications for UCAS – UCAS day takes place to support with this.
July – work experience for year 12. Opportunities can be taken through the school year where needed for their careers, especially in medicine.
Speakers for schools highlighted to students.
Careers talks throughout the year are organised by aspire/extended learning and subject areas.
Careers interviews are offered and available to students who would like this support.
Oxbridge/Medicine support to students who need this.
Academic Hubs
Ongoing series of opportunities, guidance and awareness delivered through student bulletin in form time

Year 13 Careers Programme

Form Time Activities:

Term 2

My Career Ambitions:

Personal branding CV and online profile

Confidently managing transitions

Preparing for an employer assessment day

Being self employed and working freelance

Should all employers adopt a four day week?

Term 4

Using the interests personality profile

Using the work environment profile

Reflecting on psychometric test results

Applications for university sent by mid-October for early applicants and by mid-November for all others.
Support for apprenticeships from CTM pathways organisation as well as in school careers guidance.
Guidance given regarding offers for universities and students supported with mock interviews for pathways/universities that ask for these.
Careers interviews for those who need or would like them.
Speakers for schools highlighted to students.
Careers talks throughout the year are organised by Aspire/Extended Learning and subject areas.
Academic Hubs
Ongoing series of opportunities, guidance and awareness delivered through student bulletin in form time

Twitter Wall

04/09/24

Join us for an exciting series of Transition Workshops this term, ranging from Young Philosophers to Music and Science. Spaces are limited, so be sure to secure your spot today by booking through our Eventbrite page via the link below!https://t.co/0P43MLFL8P#TransitionWorkshop pic.twitter.com/lEceBcnwRK

19/06/24

Winner of the Junior Science Award is Taliah Rothschild from @invictagrammar. Congratulations! pic.twitter.com/3IhcXuCOAF

19/06/24

Betsy Ellis from @invictagrammar has won the @UK_CAA Future in Aviation Award. Congratulations Betsy! pic.twitter.com/WVK4L1LSDE

04/06/24

We are currently recruiting for several support staff positions. If you're passionate about education and looking to make a difference, we want to hear from you! To apply, please visit our website or follow the link below:https://t.co/Wp92LBvxMR pic.twitter.com/AKPSnemZDI

10/05/24

Last week, our Orchestra had their final rehearsal before Year 13 began their study leave, marking the occasion with a photo capturing all the instruments in harmony🎼 We look forward to welcoming back the full Orchestra with the Year 13 members for the upcoming Summer Concert! pic.twitter.com/Am4loN20Vk

09/05/24

Only a few hours left until Year 8, Year 9 and Year 10 take on the Maidstone Football Finals at the Gallagher Stadium tonight! - Our Year 7 team will be playing in two weeks. Year 8 Kick Off: 3:45pm Year 9 Kick Off: 5:30pm Year 10 Kick Off: 6:45pm We hope to see you there🌟 pic.twitter.com/RnVjcild4T

29/04/24

We are proud to announce this year's production will be James and the Giant Peach! 🍑 Rehearsals are underway, and we can't wait to bring this beloved story to life on stage. Keep your eyes peeled as we will be sharing sneak peeks of rehearsals in the coming weeks!#RoaldDahl pic.twitter.com/umRTEJFoC0

09/04/24

With Earth Day less than two weeks away, here are some ways to be more eco-friendly and better look after our Earth!#EarthDay #EarthDay2024 #EarthDayCelebration #Eco #EcoFriendly #GoGreen #BeMoreGreen #BeMoreKind #OurPlanet pic.twitter.com/2wpO09fPoq

21/03/24

Spring has sprung at Invicta and yesterday our Year 7 and 8 POP Photography students enjoyed the first day of spring by focussing on natural textures!#Photography #Spring #FirstDayOfSpring pic.twitter.com/VXK4Zh7tNz

20/03/24

KS2 enjoyed participating in language workshops on Tuesday morning, focusing on German, French and Spanish with some students from @invictagrammar pic.twitter.com/seA6XOjMYz

20/03/24

KS2 enjoyed participating in language workshops on Tuesday morning, focusing on German, French and Spanish with some students from @invictagrammar pic.twitter.com/seA6XOjMYz

14/03/24

Today is International Day of Mathematics🎉 @idm314 At Invicta, we're passionate about empowering our students with the boundless potential of mathematics both in and outside the classroom! Join us as we discover the magic of numbers in everyday life! #IDM314 pic.twitter.com/uhDfB1ToUy

12/03/24

Last week marked a significant moment in Invicta's history as we gathered for our whole school photo, a rare event that takes place only once every 7 years. Here are some behind-the-scenes photos from the day, showcasing the infectious excitement and sense of community! pic.twitter.com/Y5RDLffV0C

08/03/24

Today we are capturing a moment in time with a whole school photo!📸 pic.twitter.com/Hya2nGJX2H

04/03/24

Students had a fantastic time during last week's POP sessions (Personal Opportunities Program)! We saw students engage with a host of new and familiar favourite activities including, Chess, Coding, Minecraft, Photography, Yoga, Crochet, Nature Walks and so many more! pic.twitter.com/bSmEMQ0Yo5

29/02/24

Our upcoming non-uniform day supports FIGS, our parent-teacher association. The theme is "Be Active!" It's a day to dress sporty and promote physical activity and wellness. Let's show our support for FIGS while staying active and healthy!#NonUniform #NonUniformDay #BeActive pic.twitter.com/MZ6ljDx4TN

26/02/24

I had a lovely morning visit to @invictagrammar today. The year 8s have been studying the #suffrage movement & some of the #Kent specific stories I explore in my book, #Suffragettes of Kent. It was lovely to talk about #ourEthel who grew up in #Maidstone pic.twitter.com/e5GiWrX4zb

22/02/24

21/02/24

World Book Day is just over 2 weeks away now! What are some of your favourite books that you've read so far this year, who are your favourite authors... We'd love to hear your thoughts on reading, books and literature!#WorldBookDay @WorldBookDayUK pic.twitter.com/tZnX6Fd8WS

21/02/24

Join us for fab line up of Live Talks for #NCW2024 4-9 Mar delivered by @STEMAmbassadors aimed at #secondary #students https://t.co/3zmmUzLLnQ @Alexandra_Ark @BohuntH @Atelier21School @DavisonHigh @downlandslearn @HastingsHighSch @invictagrammar @MillaisSchool pic.twitter.com/G7sQFjiTQf

19/02/24

Last term, our Year 9 photographers explored aperture, depth of field and composition in their work to create these stunning photographs of miniature cars, inspired by the works of Kim Leuenberger! @kimleuen pic.twitter.com/jYOG8pXoS1

06/02/24

We currently have several vacancies available including a Teacher of MFL Spanish, a Receptionist and a Careers Advisor. If you are looking to join a friendly and encouraging team, please submit an application using the link below!https://t.co/Wp92LBuZXj pic.twitter.com/mLyLvveSza

30/01/24

Last week marked the Primary Literacy Challenge! Thanks to all the teams who attended, we hope you had a great time! See you at our Primary STEM challenge next term! Congratulations to @StAndrewsSch for winning! 🏆🎉 #LiteracyChallenge pic.twitter.com/ILU5YmABv1