Careers Advice

Careers at Trevelyan 

Our four values guide our approach to careers at Trevelyan. We are forward-thinking, understanding that many of the jobs our pupils will undertake in the future do not currently exist; therefore, we nurture them to maintain an open mind while focusing on developing a broad range of employability skills. We teach our pupils resilience, encouraging healthy competition through our house system while promoting self-assessment and self-evaluation within the classroom, enabling them to find success and happiness no matter what the challenges of the future. We promote learners curiosity, ensuring they do not limit themselves into a fixed career path – but take joy about the infinite possibilities that exist. Finally, we instil in our young learners a sense of social responsibility, ensuring that no Trevelyan pupil leaves our school thinking just about what they can do for themselves, but instead thinking what they might contribute to wider world around them. 


We use the Gatsby Benchmarks as a means to plan, implement and evaluate our careers provision. The Gatsby benchmarks are a framework of eight guidelines that define the best careers provision a school

can offer. Our careers provision contributes towards the Personal Development pupils can expect to receive at Trevelyan, an area we were graded Outstanding for in our most recent Ofsted inspection. 


Below, we articulate our careers provision across the eight Gatsby benchmarks: 

Gatsby benchmark 


  1. A stable careers programme.  

The cyclical nature of the PSHE curriculum allows for aspects of jobs, careers and workplace skills to be returned to each academic year. Each new academic year builds upon and deepens the understanding of the last. 


Within Year 5, pupils explore key information about what constitutes a job in the modern world and understand key concepts such as pay and workplace skillsets. Within Year 6, pupils progress to considering the value work provides us with – as well as considering differing motivations for jobs and careers. Within Year 7, pupils go into greater depth as to different training routes into work as well as considering the financial aspects of work (such as tax). Finally, in Year 8, pupils explore a broader range of employability skills and attributes as well as deepening reflections on their own possible career path.  

  1. Learning from career and labour market information 

Our library contains a range of literature, appropriate to different age-groups, about career paths. Much of this is direct from career organisations or industry sectors. The library team work to offer displays within certain themes to promote this literature. Meanwhile, subjects will draw upon this literature to enhance areas of study within their subject area. We also maintain a list of useful online links on our website (see below). 


Within Year 8, pupils are given the opportunity to complete a home-learning based project on a career of their choice. They are given advice to complete this project regarding appropriate literature to consult and careers based websites. The project also encourages dialogue with parents and carers. 

  1. Addressing the needs of each pupil 

Our PSHE programme seeks to challenge stereotypical thinking across a range of areas, including careers, as does the forward-thinking nature of our wider curriculum. This is further enhanced through cross-trust projects with the explicit aim of challenging such stereotypical thinking, such as our Rebel Women project which focused on women in leadership. We have plans for similar cross-trust projects in the future. 


In addition, we run targeted projects for pupils whom we consider would benefit from particular career-based on employability skill-based projects. For example, we run the Go4Set STEM project, targeting those from disadvantaged backgrounds. A further example is the Youth Speak competition, which upskills identified pupils in high level public speaking. 


We maintain records of all the extra-curricular and enrichment activities each pupil receives, including that pertaining directly to careers. This is continuously monitored to ensure equal particular from differing groups of pupils. 

  1. Linking curriculum to learning in careers 

All school subject areas provide opportunities for links with careers at different stages in pupils’ time at Trevelyan. All curriculum areas have formed a clear subject intent; these intents all revolve around making the subject relevant and meaningful to the child (including in the sense of careers).  


There are many examples of how subject areas make these career links real to pupils. For example, within humanities, pupils undertake a series of trips where they are given the chance to “practice” career paths by taking part in practical activities (such as river investigations in Henley and historical investigations at Windsor castle). Within Physical Education, there is a focus on leadership within sport that is spread across the curriculum; in addition, enthusiastic pupils have the opportunity to undertake additional sports leadership training within Year 8. Within Performing Arts, pupils are not only provided with the opportunities to perform within the professionalised environment of a paid show, but many pupils are also given the chance to undertake technical and creative crew roles. 

  1. Encounters with employers and employees 

Our assembly programme seeks to bring in speakers from different career backgrounds for pupils to interact with. However, in Year 8, we also arrange for pupils to take part in a careers fair, bringing together local community members who cover a range of career areas. Pupils use this experience to consider their own career path and the event leads into a reflection exercise they undertake within their PSHE lessons. 

  1. Experiences of workplaces 

While this Gatsby benchmark refers directly to the work experience pupils usually undertake within KS4, we do still ensure we make provisions for workplace experiences at Trevelyan.  


In addition to certain trips to industry areas, we also find opportunities to give workplace experiences within the school setting. This involves the pupil leadership programme we run for our Year 8 prefect team; the many opportunities we provide for pupils to plan and delivery teaching experiences to their peers; the ability to work on creating events (ranging from performances to exhibitions to the school prom); and the ability to serve as a Sports Leader within Year 8. 

  1. Encounters with further and higher education 

PSHE lessons within KS3 delve into different training routes required for different jobs, including encouraging pupils to undertake their own research into both higher and further education. 


For certain groups of pupils, we have sought to provide university style learning opportunities (for example, our 2020 More Able project focused on university research-led seminars within the field of social sciences). 


We are continuing to seek partnerships with further and higher educational institutions – and would welcome the formation of partnerships in this area. 

  1. Personal guidance 

Within Year 8, we seek to provide targeted personal guidance from a qualified careers advisor Year 8 pupils who would most benefit from this provision. This will be achieved in collaboration with local partners. 


However, beyond dialogue with a qualified careers advisor, we seek to provide a range of opportunities for pupils to consider their personal goals and ambitions in dialogue with the staff members best placed to help them. This is achieved through our annual learning review day, which sees all pupils engage in a target-setting conversation with their parent/carer and form tutor. 


Our careers leader, as of September 2020, is Brad Day (Assistant Head). He can be contacted via the school office.


Career links