Careers – Provider access

Careers at The Kibworth School


Statutory Guidelines for Careers Support in Schools

‘The fast-changing world of work puts an ever-greater demand on all of us to support young people in making a successful transition from education to employment, helping them to identify and choose career opportunities that are right for them’.

The governments’ new Careers Strategy, published in December 2017, and statutory guidance for school leaders and school staff, published in January 2018, set out the plan for building a high-quality careers system that will help young people to achieve’.

(Claudia Harris, CEO, The Careers & Enterprise Company)

The Gatsby Charitable Foundation ( has provided schools with a clear blueprint of what good careers provision should look like.

  • Sept 2012 onwards – all schools should ensure that pupils are provided with independent careers guidance from Year 7

If you have any questions or wish to request an appointment with our independent careers advisor that we have based at school, contact Mrs Rees; ( our lead member of staff for Careers advice and guidance.

The Kibworth School – What are we doing for our young people?

Our strategic plan clearly shows that we value the importance of introducing the idea of careers as soon as students join us in Year 7. We offer a ‘softly, softly’ approach helping youngsters to start considering who they are, what they enjoy and their strengths and weaknesses. We try to embed ‘careers’ throughout all curriculum areas to ensure the transition from education to employment is natural and specifically suited to your young person. The subject is then built upon through a young person’s subsequent years at The Kibworth School, ensuring they are fully prepared for their Post 16 choices.


Careers in Year 7

Year 7 is far too early for young people to be thinking about careers!

This is something that we often hear parents say. But, is a career only about choosing a job?

  • Year 7 – during our ‘Careers Enrichment Day’ Year 7 students are introduced to the school on-line careers platform, which will then act as a basis for careers education during their time with us. They are encouraged to ‘profile’ themselves, by highlighting their key skills and qualities, values, expectations and understanding of who they really are. They take part in a number of different ‘hands-on’ workshops, looking at their different learning styles and different styles of presentation. The day is all about THEM and who they ARE – we emphasise that it is important to be proud of who you are and to recognise that we all have different strengths and weaknesses.



This notion of individualised learning styles has gained widespread recognition in education theory and classroom management strategy. Individual learning styles depend on cognitive, emotional and environmental factors, as well as one’s prior experience. In other words: everyone’s different. It is important for educators to understand the differences in their students’ learning styles, so that they can implement best practice strategies into their daily activities, curriculum and assessments’. (Teach-com – 2018)

Technically, an individual’s learning style refers to the preferential way in which the student absorbs, processes, comprehends and retains information.

Learning Styles – ‘Why do they just get it’? Why does it not make sense to me?

Did you know – planning for a single lesson can be a very complex challenge!

Not only does planning need to satisfy ALL learning styles every lesson also needs to be differentiated for 3 or more abilities within any one class.

Understanding and investigating learning styles, can, and does, really help youngsters to understand their own learning behaviours leading to a greater understanding of how to actually support themselves.



A popular and long-standing theory in the field of education claims that people, children especially, are more receptive to certain methods of learning.

It states that people will often fall into one of three main categories

Visual AuditoryKinaesthetic

There can be cross-over between different styles, but a person will favour one method more, claim experts.

visually-dominant learner absorbs and retains information better when it is presented in, for example, pictures, diagrams and charts.

An auditory-dominant learner prefers listening to what is being presented. They respond best to voices, for example, in a lecture or group discussion.

A kinaesthetic-dominant learner prefers a physical experience. They like a ‘hands-on’ approach and respond well to being able to touch or feel an object or learning prop.


Although the idea of learning styles has been around for a long time, and is backed by 96 per cent of teachers, sceptics question its worth. But for US, we value and support the theory in our school.


Read more –


Careers in Year 8

Year 8 – What do I have to offer? – during our ‘Careers Enrichment’ Day Year 8 students continue to use the school on-line careers platform to support themselves further. Students learn about the MANY ways that they MIGHT be SMART and learn that SMARTNESS comes in many forms – it’s not ALL about academics BUT also about them as an individual. Here at The Kibworth School we feel it is vital that our young people are able to investigate who they to help them do the best they can at school and fully understand why they are here. Students look at realistic target setting and learning how to support themselves as people. They learn to take responsibility for their future and understand what they need to do to become a successful adult.

Many young people think that being SMART is ONLY about academic achievement. We encourage our students to find their intelligences.

This theory of multiple intelligences was introduced by Harvard Professor of Education, Howard Gardiner in 1983. He moved away from the idea of IQ tests as a way to measure intelligence and focused on his theory of 7 multiple intelligences. The basics are as follows (although each intelligence can be broken down further and additional intelligences have been added over time) –

Visual-Spatial – individuals think in terms of physical space and are very aware of their environments. They like to draw, do jigsaw puzzles, read maps and daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modelling, video/film, television, multimedia, texts with pictures/charts/graphs.

Bodily-Kinaesthetic – individuals use the body effectively, like a dancer or a surgeon and have a keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.

Musical – show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.

Interpersonal – individuals have a real understanding of others and interact well with people. They learn best through interaction and engagement. They have many friends and are sociable, they have a real empathy for others and like to be involved. They can be taught through group activities, seminars, dialogues. Tools include people. the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.

Intrapersonal – understanding one’s own interests and goals. These learners tend to shy away from others. They’re in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and self-examination. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.

Linguistic – using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, and lecture.

Logical -Mathematical – reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.

Gardener then added an 8th Intelligence –

Naturalistic – sensitive an individual is to nature and the world. People who excel in this intelligence typically are interested in growing plants, taking care of animals or studying animals or plants. Zookeepers, biologists, gardeners, and veterinarians are among those that Gardner sees as having high naturalist intelligence.

Read more –

Try this assessment link and see which Intelligences you have –

Many things within the world of work have changed and are continuing to do so. New jobs are being created and some jobs are disappearing. We need to make sure your young person is fully prepared for the decisions they will have to make in life.  Labour market information (LMI) needs to be fully investigated so that young people are going in the right direction and that opportunities will be available to them.

Do we as parents and teacher really know what is best for your child?

Should they be left to make decision on their own?


Careers in Year 9

Year 9 – Pathways and Options – this is an important year where students are asked to choose their options for GCSE. It is important that they are provided with as much information as possible to help them consider their choices for their future. During their ‘Careers Enrichment Day’ students they continue to support themselves using the on-line careers platform START Profile. They investigate different (some new) subjects and take part in tester sessions, they consider the reasons why (and why not) to choose a subject and how their choices may impact their future. Students are fully supporting during this process and encouraged to link subjects to potential future career sectors.


Personalised Options

During Year 9, all students are able to select four option choices, which when combined with their core subjects ensures that they will complete at least 10 qualifications at Level 1 or above. Year 9 students will start their GCSE Option subjects after the Easter holiday of their Year 9 studies.

Students are currently able to choose four of the following Option subjects:

Art and Design – Fine Art                     Food Preparation and Nutrition

Business Studies                                      French

Citizenship                                                 Geography

Computer Science                                   History

Dance                                                            Information Technologies

Drama                                                          Music

Design Technology                                  Physical Education

Economics                                                 Religious Studies

Film Studies                                              Spanish

I really enjoy Geography but what can I do with it? Is there such a thing a ‘Geography’ job?

You might want to be – Cartographer, Commercial/Residential Surveyor, Environmental Consultant. Geographical Information Systems Officer, Planning and Development Surveyor, Secondary School Teacher, Town Planner. International Aid Worker, Landscape Architect, Logistics & Distribution Worker, Market Researcher, Conservation Officer, Tourism Consultant/Officer or even a Transport Planner.

I really enjoy Psychology but what can I do with it? Is there such a thing a ‘Psychology’ job?

You might want to be a – Counselling Psychologist, Educational Psychologist, Forensic Psychologist, Further Education Teacher, Health Psychologist. High Intensity Therapist, Occupational Therapist, Well-Being Practitioner, Sport & Exercise Psychologist, Advice Worker, Careers Advisor, Counsellor, Detective, Human Resources Officer, Play Therapist or Psychotherapist. The list is endless!

I really enjoy Business but what can I do with it? Is there such a thing a ‘Business’ job?

You might want to be – an Actuary, Business Adviser, Accountant, Banker, Data Analyst, Data Scientist, Forensic Accountant, Insurance Worker, Consultant, Researcher, Production Worker, Business Owner, Human Resources Worker, work in Marketing, work in Advertising, work in Media.

These are the types of things students will investigate before making their option decisions.


Careers in Year 10

Year 10 – during our ‘Careers Enrichment Day’ Year 10 students investigate different career sectors and take part in hands-on, volunteer led sector workshops. Generally, 16 sectors are represented, and students chose those they wish to attend. These sector ‘taster’ sessions cover the numerous roles within them, career opportunities, sector training and apprenticeship options, individual profiles, educational pathways and up to date Labour Market Information (LMI).

During Year 10 students look at the World of Work (WOW), Employability Skills and ‘How to Make Myself Employable’. They work on their own personal CV, interview skills and interview techniques, volunteering and how to raise their ‘personal profile’, all in preparation for their GCSEs and Post 16 study choices.


                    Volunteering                                                  Employment                                             Personal Qualities


What else do we offer Year 10 students?

 Suit Day – Mock Interviews  

  • Job Advertisements
  • Application Forms
  • Interview Questions
  • Mock Interviews
  • The World of Work


All year 10s have a day with Humanutopia who come in to make them reflect on personal and social barriers to learning and in doing so raises aspirations. This is usually a very powerful day which tends to cause a hugely positive impact.

Impartial Careers Advice and Guidance requests

We employ the services of Cheryl McCarthy through ‘LifeJigsaw’, a local independent careers service. Cheryl has been working at The Kibworth School for a number of years, both through her careers work and her STEM Ambassador role. Feedback from staff, students and local business volunteers has been very positive and through this service, we feel we are giving our students the tools to support themselves with their potential career and Post 16 options.

ALL students at Kibworth, are able to request a careers meeting once they are in Year 10. Our main focus in the Autumn term will be on our Year 11 students who are considering their POST 16 options. Students in other year groups are able to request appointments if necessary, or teachers can refer students if they feel it could be of benfit to the student concerned.

Cheryl can be contacted via school reception or direct –

Also in Year 10 there is a Post 16 Careers Fayre, this is open to all year groups but primarily aimed at Year 10. Colleges, universities, schools, apprenticeships, employers and more are invited to the school and allows parents and students to walk around speaking to these post 16 options to gain a better understanding about what is on offer and what is needed.

Careers in Year 11

Impartial Careers Advice and Guidance

We have been offering one-to-one careers appointments for all Year 11 students for the past 2 years, this will continue moving forward.

Feedback from students has been very favourable with them really appreciating the opportunity to consider what is best for their future and to have the chance to talk through the various options. Students are ALL encouraged to consider both a Plan A and a Plan B option as none of us can be fully confident that one option will be a definite.

Year 11s also have a fresh impetus of encouragement from Humanutopia, who come in to motivate students with revision and exams.

POST 16 Options

All year 11 students have the opportunity to consider

‘A’ Levels at a 6th form/college  – this form of study requires a student to study a subject for 2 years and then take examinations at the end of the two years. These ten to be for those students who prefer a more exam based academic route.

BTec at college – this form of study involves coursework and continuous assessment and allows students to constantly be aware of the grade they are working at. There are generally no exams at the end of the two years of study. Btech courses for 16-18 year olds start at Level 1 and go up to Level 3. The level of entry will depend on GCSE results. The GCSE exams are a Level 2 qualification.


3 ‘A’ levels and a Btec Level 3 EXTENDED Diploma at college are equivalent and most university courses (apart from Veterinary and Medicine) will accept BTec applications with a Distinction, Distinction, Merit overall OR Distinction, Merit, Merit overall.


Encourage your children to make the best choices to suit their style of learning. The best choice is only the best choice if they are able to succeed at it.


UCAS Progress

What is it and what do the students do – Is there a link/code for parents? 

Personal Statements

  • Why do I need to do this?
  • How do I make myself look interesting?
  • What will make me stand out?
  • What do I need to write?
  • What if …?
  • Can I say …?

Volunteering & Charity Work

  • What will make me stand out?
  • What do I need to write?
  • What if …?
  • Can I say …?

Introduction to UCAS Progress –

Personal statement writing –