Careers and the Curriculum
LJFS – Careers Education Mapping Across the Curriculum
- Statement of Intent
At LJFS, Careers Education is embedded from Year 7 through Year 11 to ensure all students develop the knowledge, skills, and personal attributes needed for future study, training and employment.
Our approach aligns with:
- The Gatsby Benchmarks
- Statutory Careers Guidance requirements
- LJFS’s commitment to equality, aspiration, and personalised guidance
Students receive a rich careers programme through discrete Careers lessons, PSHE, subject curriculum links, employer encounters, personal guidance, and cross‑curricular links.
Whole‑School Careers Overview Table
| Year Group | Focus Areas |
| Year 7 | Self‑awareness, strengths, values, teamwork, introduction to the concept of careers |
| Year 8 | Job vs career, equality of opportunity, workplace expectations, role models, challenging stereotypes |
| Year 9 | Career sectors, employability skills, entrepreneurship (Tenner Challenge), GCSE options, independent research |
| Year 10 | Labour market information, revision & wellbeing, research skills, debates, drugs & media influences, initial careers planning |
| Year 11 | Post‑16 routes, interviews, personal statements, exam strategies, applications, preparing for employment |
YEAR 7 – Careers Lesson‑by‑Lesson Micro‑Mapping
Autumn Term – “Knowing Myself”
| Lesson Focus | Gatsby | Intended Outcomes |
| What is a career? What is work? | 1 | Students understand the difference between work, jobs, and careers. |
| Identifying personal values | 1, 3 | Students recognise what matters to them and how it affects future choices. |
| Skills: Hard vs soft skills | 1, 4 | Understand the skills employers value and begin to self‑assess. |
| Teamwork fundamentals | 1, 4 | Students practise group roles, leadership, and communication. |
| Using oracy in presentations | 1, 4 | Develop confidence speaking formally — essential for interviews. |
| Careers vocabulary and job families | 1, 2 | Students begin categorising jobs into sectors. |
Spring Term – “Me and My Future”
| Lesson Focus | Gatsby | Outcomes |
| How do people choose careers? | 1, 3 | Understand motivations and external influences. |
| Recognising personal strengths | 1, 3 | Students identify skills that can be developed over time. |
| Local labour market overview (intro) | 2 | Students gain awareness of Leeds/West Yorkshire employment sectors. |
| What makes a good team? | 1, 4 | Students experience employer‑style teamwork tasks. |
| Problem‑solving challenge | 1, 4 | Students practise transferable workplace skills. |
| Diversity in the workplace | 3, 4 | Early introduction to equality of opportunity. |
Summer Term – “Starting Aspirations”
| Lesson Focus | Gatsby | Outcomes |
| Positive communication | 1, 4 | Students learn effective communication for workplace contexts. |
| Introduction to goal‑setting | 1, 3 | Start linking short‑term goals with long‑term aspiration. |
| Careers in school subjects (taster) | 4 | Understand how subjects link to job families. |
| Career stereotypes | 3, 4 | Students identify and challenge stereotypes. |
| Aspiration building project | 1, 3 | Students make a visual “future pathway” plan. |
| End‑of‑year reflections | 1, 3 | Students track growth in confidence and skills. |
YEAR 8 – Careers Lesson
Autumn Term – “Understanding the Working World”
| Lesson Focus | Gatsby | Outcomes |
| What is a workplace? | 1 | Understand expectations and behaviour in the workplace. |
| Job vs career | 1 | Students learn long‑term planning vs short‑term work. |
| Equality & discrimination at work | 3, 4 | Understand fairness and legal protections. |
| Role models in employment | 3, 5 | Students explore inspiring figures and challenges overcome. |
| Challenging stereotypes | 3, 4 | Students understand bias and under‑representation. |
| Mapping skills to careers | 1, 3 | Students match their skills to job types. |
Spring Term – “Careers in Education”
| Lesson Focus | Gatsby | Outcomes |
| What are GCSEs? | 1, 2, 7 | Understand the structure of Key Stage 4. |
| Why subject choices matter | 4 | Students link interests to academic subjects. |
| Exploring future pathways | 2, 3, 7 | Students research local options: sixth forms, colleges. |
| Understanding success at KS3 | 1, 3 | Helps develop habits linked to employability. |
| Workplace mindsets | 4 | Begin understanding resilience, punctuality, independence. |
| Group challenge: “Design a workplace” | 1, 4 | Introduces employer‑style thinking. |
Summer Term – “Finding My Path”
| Lesson Focus | Gatsby | Outcomes |
| Skills audit | 1, 3 | Students self‑evaluate and identify development areas. |
| Future goals toolkit | 1, 3 | Students begin basic future planning. |
| Subject‑to‑career map | 4 | Understanding direct and indirect subject links. |
| Careers research task | 2 | Students learn how to find reliable information. |
| Presentation: “My Future Self” | 1 | Formal speaking practice linked to interviews. |
| Reflection and planning | 1, 3 | Students record growth and next steps. |
YEAR 9 – Careers Lesson
Autumn Term – “Exploring the Labour Market”
| Lesson Focus | Gatsby | Outcomes |
| Overview of job sectors | 2 | Students understand major UK industries. |
| Labour market information (LMI) | 2 | Students learn how to interpret employment data. |
| Local jobs in Leeds & Yorkshire | 2 | Focus on real opportunities regionally. |
| Strengths & interests profile | 1, 3 | Students develop a personalised skills picture. |
| Learning styles & workplace preferences | 1, 3 | Students identify environments they may thrive in. |
| First look at post‑16 options | 7 | Early awareness of sixth form & vocational pathways. |
Spring Term – “Employability & Enterprise”
| Lesson Focus | Gatsby | Outcomes |
| Introduction to entrepreneurial thinking | 4 | Prepares students for enterprise challenge. |
| Tenner Challenge launch | 4, 5, 6 | Students create a small business with £10. |
| Market research skills | 2 | Learn to gather and analyse data. |
| Branding and marketing | 4, 5 | Develop presentation and persuasion skills. |
| Budgeting & finance | 4 | Understand real‑world money management. |
| Team leadership in business | 1, 4 | Students practise leading a group project. |
Summer Term – “Decision-Making & Options Planning
| Lesson Focus | Gatsby | Outcomes |
| GCSE choices workshop | 1, 3, 7 | Students evaluate their options. |
| Subject–career mapping | 4 | Understanding which GCSEs open which doors. |
| Research skills for careers | 2, 3 | Using LMI and reliable sources. |
| Writing a mini action plan | 1, 3 | Early personalised careers planning. |
| Understanding FE pathways | 7 | Sixth form, apprenticeships, vocational routes. |
| Reflection: “My Pathway to Year 10” | 1, 3 | Clear next steps defined. |
YEAR 10 – Careers Lesson
Autumn Term – “Preparing for the Future”
| Lesson Focus | Gatsby | Outcomes |
| Introduction to Careers in Year 10 | 1 | Students understand programme expectations. |
| Labour market changes | 2 | Students respond to new economic trends. |
| Revision & wellbeing | 1, 3 | Establish strategies supporting future success. |
| Study habits for the workplace | 4 | Transfer KS4 habits to workplace behaviours. |
| Setting SMART future goals | 1, 3 | Build long-term thinking. |
| Strengths & targets review | 3 | Students reflect on development areas. |
Spring Term – “Understanding Real-World Issues”
| Lesson Focus | Gatsby | Outcomes |
| Role models in modern careers | 3, 5 | Examining resilience, self‑belief. |
| Ethical careers questions (AI, sanctions, economy) | 4 | Students debate employer-style issues. |
| How media influences career decisions | 2, 3 | Students think critically about influence. |
| Research skills: How to analyse sources | 2 | Distinguish high‑quality careers information. |
| Post‑16 pathways introduction | 7 | Students compare sixth form/college routes. |
| Mapping workplace behaviours | 4 | Students identify behaviours employers expect. |
Summer Term – “Building Employability”
| Lesson Focus | Gatsby | Outcomes |
| Communication for interviews | 5, 8 | Students practise interview scenarios. |
| What employers look for | 5 | Learn key employability traits. |
| CV basics (intro) | 4 | Identify information needed for a first CV. |
| Presentation skills | 1, 4 | Develop confidence under pressure. |
| Career exploration case studies | 2, 3 | Exposure to varied pathways. |
| Preparing for Year 11 transition | 1, 3 | Students begin personal planning. |
YEAR 11 – Careers
Autumn Term – “Destinations & Preparation”
| Lesson Focus | Gatsby | Outcomes |
| Revision & exam strategies | 1, 3 | Students prepare for assessments. |
| Managing stress & workload | 1, 3 | Develop resilience for post‑16 study. |
| Writing a personal statement | 3, 8 | Students create a post‑16 personal statement. |
| Understanding post‑16 choices | 7 | Sixth form, college, apprenticeships. |
| Careers guidance meetings (1:1) | 8 | Individual advice & action planning. |
| Mock interview preparation | 5, 8 | Students prepare responses to real questions. |
Spring Term – “Employment Skills”
| Lesson Focus | Gatsby | Outcomes |
| Filling in applications | 4, 5, 8 | Students complete real application forms. |
| Writing a CV | 4 | Students create a professional first CV. |
| Writing a cover letter | 4 | Students learn formal workplace communication. |
| Recruitment testing | 4, 5 | Students try employer‑style tasks. |
| Preparing for interviews | 5, 8 | Mock and peer interviews. |
| Careers exploration project | 2, 3 | Students deeply research a chosen pathway. |
Summer Term – “Transition & Next Steps”
| Lesson Focus | Gatsby | Outcomes |
| Understanding student finance | 2 | Early prep for long‑term planning. |
| Preparing to transition to KS5 | 1, 3, 7 | Students reflect on next steps. |
| Independent learning skills | 4 | Prepares students for post‑16 expectations. |
| Workplace behaviour | 5 | Students prepare for part‑time work. |
| Post‑16 transition conversations | 8 | Final personal guidance. |
| Exit interview & next steps | 1, 3, 8 | Students complete their individual careers plan. |