• 16 or over
• living in England
• not in full-time education

• Two encounters for pupils during the ‘first key phase’ (year 8 or 9) that are mandatory for all pupils to attend 

  
  

• Two encounters for pupils during the ‘second key phase’ (year 10 or 11) that are mandatory for all pupils to attend 

  
  

• Two encounters for pupils during the ‘third key phase’ (year 12 or 13) that are mandatory for the school to put on but optional for pupils to attend 

  
  

At The Robert Napier School our goal is to remain compliant with PAL and ensure that through our careers provisions students get provided with a wide range of opportunities and information about the various routes open to them.

Brompton Academy:

Principal: D. Walters

Address:

Marlborough Road,

Gillingham,

Kent,

ME7 5HT

Telephone: 01634 852341

Sixth form open evening:

Holcombe Grammar School:

Principal: L. Preston

Address:

Letchworth Avenue,

Chatham,

Kent,

ME4 6JB

Telephone: 0333 3602130

Sixth form open evening: Thursday 16th November (6-9pm)

Victory Academy:
1st December 2022.

Headteacher: M. Smith

Address:

Magpie Hall Road,

Chatham,

Kent,

ME4 5JB

Telephone: 0333 3602140

The Howard School:
10th November 2022.

Headteacher: J. Johal

Address:

Derwent Way,

Rainham,

Kent,

ME8 0BX

Telephone: 01634 388765

Sixth form open evening: Thursday 9th November

Rainham School for Girls:
17th November 2022

Headteacher: V. Shaw

Address:

Derwent Way,

Rainham,

Kent,

ME8 0BX

Telephone: 01634 362746

Sixth form open evening: Thursday 16th November

Thomas Aveling School:
13th October 2022

Headteacher: P. Jackson

Address:

Arethusa Rd,

Kent,

Rochester,

ME1 2UW

Telephone: 01634 844809

Sixth form open evening:

Fort Pitt Grammar School:
8th December 2022

Headteacher: N. Archer

Address:

Fort Pitt Hill,

Chatham,

Kent,

ME4 6TJ

Telephone: 01634 842359

Sixth form open evening: Thursday 14th December

​

• Some maths questions directly involve a problem facing someone such as a builder or engineer.
• Members of staff discuss how the current topic can be used in a future career. 
• A good maths GCSE grade gives students more options in their future employment - students are often reminded of this in lessons.

• Students explore the human condition with a close examination of plot, characterisation and themes. 
• Through the analysis of these key areas, deeper level thinking and interpretation skills are developed. In addition to this, making links between texts and cultural contexts, allow students to develop broader ideas about the world they live in and the changes which have occurred over time. 
• The study of English Literature provides the foundation for a career in: Journalism, Law, Teaching and Public Relations.

• In English Language, students examine reading materials both fiction and non-fiction, developing an understanding of writer’s craft, the power of language and how to express their own ideas. 
• Through the examination of how writers convey meaning, students can develop their own writing style to communicate viewpoints. 
• The study of English Language provides the foundation for careers such as: Lawyer/Barrister, Editor, Librarian, Copywriter, Political Representative, Screen Writer and Teacher.

• Students learn investigative skills relating to all disciplines, as well as CSI. These skills are used by scientists, medical professionals, vets, environment agency, business development, forensic teams. Data collection, report writing, evaluations, judgements, and maths skills. 
• Students are introduced to careers relating to each new topic taught and in the transition to GCSE the topics represent industries: food and drink industries, drug development, electrician, and bungee jumping companies.
• There are career boards in the classrooms and corridor. 

• In hospitality students look at different types of jobs within the industry and complete a whole unit on explaining the jobs in detail for their coursework.
• In Hospitality students learn about the different rolls in the kitchen in order of hierarchy and who controls the kitchen.
• In Hospitality student learn about the different types of dietary needs which are useful in many different settings in hospitality including menu writing and in retail. 

• In engineering student's look at the different engineering sectors and have to research into the different types of jobs in each.
• In Engineering students learn about certain designers and look into case studies of their work.
• In engineering students must understand different job rolls in particular industries and write about them in terms of health and safety.

• Students in years 8 and 11 have a topic dedicated to their next steps and informing them on different career paths. 
• Rights in the workplace are covered to ensure students understand how they protected at work.
• Look at the role of MPs and other jobs that could help have an impact in the local community.

• Scientists- their role in climate change monitoring and collecting data.
• Meteorologists- role in predicting weather, weather reports, hazards e.g. hurricanes.
• Government – make key political decision in trade. Selling of resource e.g. oil, diamonds.
• Army- disaster relief aid for earthquakes.

• Students access various aspects of art through the skillsets they explore. At the beginning of a project, we like to make links to the possible careers.  This is in Y7 and 8.  An example would be graphic artist, exhibition designer, architect, and ceramicist for Y8 the Structures Project. 
• We deal social democracy in y9 art, in a project on Voice and Debate. Students also work collaboratively, so build in the community aspect of working as an artist (exploring the softer neoliberal skill sets of teamworking, for careers). This approach considers links to careers in not only team working aspects but politics, by sharing thoughts on rights and communicating action, and community work and community action, communicating voice through visual representation- like a community artist.
• As students reach Y11 they focus on skill sets they enjoy more and these can be related to photographers (journalism/ documentary style, fine art, landscape, portrait photography etc...) In art and design, they can focus on illustration/ fine art, digital/ graphics, ceramics/ sculpting etc...and these link to jobs related to those fields. Jobs that relate to art that are not directly, related to skill sets are ones mentioned like curation, gallery worker/ management etc...

• Focus on the careers that can be followed during the year.
• Encouraging students to tailor their work experience to the profession they intend to follow.
• Specific research lessons to find out entry requirements and qualifications needed to enter the relevant career.

• In Y9 we have a careers lesson in which the students go to a computer room and research a selection of jobs that you could be with a psychology degree/A Levels.
• This aids with the discovery of future job opportunities and qualifications.
• We look at cross-curricular links between subjects in all A Level lessons and look into career crossovers with other subjects e.g. biopsychologist.

• Whole unit on medicine in Britain and the change throughout the ages --> focus on Drs training. 
• Careers displays on the corridor where History can take you.
• Focus on historiography and the importance of historians throughout time --> why are historians interpretations important. Role in documenting History.

• From year 9 onwards, students have the opportunity to study vocational qualifications including level 2 Sports Science and level 3 Btec Sport, studying the psychology of a manager and the practical implications of designing a safe and suitable training programme. Possible careers involve working in leisure facilities, sports centres, health & fitness clubs, sports coaching/teaching or sports governing bodies.
• Exam based students visit local universities to discover and understand sports related jobs and opportunities requiring university degrees. 

• Students learn various skills from data collection and storage in excel to programming concepts. These skills are used by professionals in cyber security, web development, data analysis and more. 
• Students have opportunities to build projects that interest them using technologies taught.
• KS4 and 5 students look at further education linked to IT and how various courses can lead them into various careers.

• Students explore how to be an entrepreneur and what skills they require. 
• Students understand and learn the day to day running of a range of businesses and how these are managed.
• Students learn about the various job opportunities through studying business at various levels.

• Both BE classrooms have careers display boards highlighting a range of careers that GCSE and A-Level Religious Studies can lead them to.
• In lessons students are encouraged to help develop skills used in careers linked to RE such as article research, internet research, evaluation.
• Across the topics students encounter a range of different careers linked to religious studies (Doctor, care worker, researcher, journalist, community support worker, charity work, lawyer, careers in the police).

• Both Sociology classrooms have display boards highlighting a range of careers that sociology can lead to.
• Options at universities and potential career paths this can lead to are discussed in A-Level lessons, students are aware of how Sociology links to their aspirations.
• Students encounter a range of different careers linking to each topic we study (teacher, care worker, ONS researcher, police officer, magistrate, lawyer, charity worker, care worker).

• Students have opportunities to undertake various roles in Performing Arts lessons such as a Choreographer, composer, director, lighting technician sound technician, performer and costume designer. 
• From year 9 onwards, students have the opportunity to study vocational qualifications including Btec Tech award in Dance, Btec Tech award in Drama and Btec Tech award in Music. In these courses they study the various roles of people in the industry and look at future carriers and how they all link together. 
• Exam based students visit local theatres and colleges to discover and understand Performing Arts related jobs and opportunities.

• Careers' interviews: Every Wednesday, A Dennis (a fully qualified careers advisor) meets with students to complete 1:1 interviews and prepare our students for the next stage in their education and towards their chosen career path.
• Year 11 mock interviews: Mock interviews take place across two days in November with all Year 11 students being given an interview and feedback based on an experience with an employer.
• Year 10 work experience: Students in Year 10 will be given a work experience placement in Term 6. This will allow them the chance to work in a setting and with an employer to develop their skillset and prepare them for the working world.

Term 1

• Desriee Spence (Accountancy) - Whole school virtual assembly during FT.

• Kamal Hymen (Aspiration Speaker) - Whole school assemblies.

• Marie Colgan (DWP) - Interview Skills Assembly - Year 11

• OSB Group (Finance) - Whole school virtual assembly during FT.