Principles

As part of a whole-school approach, careers education, information, advice and guidance (CEIAG) informs, inspires and motivates young people, preparing them for work and helping them to understand where different education and training choices could take them in the future. A JCG careers education will develop the character so that our students thrive as individuals and members of society.  

A JCG careers education helps our students to fulfil crucial elements of our vision: 

• Leaving us with an excellent record of achievement for an academically demanding course at university or employment which will lead to a stimulating career. 

• Developing the ambition, motivation and staying power, which will equip them to study independently and successfully. 

• Applying for internships, work experience and voluntary work in their holidays.  

Aims 

This policy is intended to support the College in the provision of high-quality careers education and guidance. We aim to develop the skills, knowledge and character of all students at JCG so that they are able to embark on a fulfilling career leading to significant personal development which will enhance their lives and the lives of those around them. 

JCG staff, staff from external agencies and other members of our community make valuable contributions to careers education and guidance for JCG students. Our students have a broad range of opportunities to develop their personal and employability skills. The curriculum, in particular PSHE, work experience, community involvement and service, and co-curricular activities enable JCG students to experience an enriched education through experiential learning. These opportunities help students develop their decision-making processes and prepare them for life beyond JCG. 

We aim to promote the self-awareness of all students so that they can be confident with their skills and knowledge. We give students time to reflect on their strengths, limitations, needs and values in academic mentoring. We help them develop skills and awareness through numerous co-curricular activities including subject-related lectures and enterprise events. JCG students are able to take part in decision-making processes and opportunities for student voice through the Student Council and other focus groups. We want the student experience at JCG - including careers education, information, advice and guidance - to prepare students exceptionally well for further study and their future careers.  

It is our aim that students leave JCG with highly developed employability skills, depth of character and a sense of purpose.  

Procedures  

Students should be encouraged to take responsibility for: 

• Engaging with careers and employability opportunities in College. 

• Actively cultivating their own development with regards to careers education within and beyond the College. 

• Updating their profile on Unifrog and recording experiences and skills in order to track progress. 

Parents have responsibility for: 

• Maintaining their awareness of the careers programme at JCG, by engaging with communications from the College. 

• Taking an active role in supporting their children to develop their skills and experiences relating to careers education and guidance. 

• Parents are also encouraged to share their experiences and knowledge with relation to careers and employability. 

Subject Teachers with the support of their Heads of Department have responsibility for: 

• Encouraging discussion and presentation of career opportunities leading on from studying their subject at JCG. 

• Recognising that subject teachers are a very important source of independent advice, and sharing their advice, either one-to-one or as part of a group, as appropriate. 

• Being familiar with sources of careers guidance and advice including Skills Jersey, the Employability Coordinator, the careers library (in the Library), the Gatsby benchmarks (appendix V)  and the www.unifrog.org careers website. 

• Encouraging students to have careers-related discussions with other stakeholders (Tutors, parents, subject teachers etc). 

• Encouraging student participation in employability events and supporting these where appropriate. 

• Being involved in CEIAG training where appropriate. 

Form Tutors have responsibility for: 

• Acting as the first point of contact for careers education and guidance and providing a valuable source of independent advice. 

• Knowing their tutees well and using this knowledge of their progress in college and their co-curricular achievements when discussing careers options. 

• Familiarising themselves with sources of careers guidance and advice including Skills Jersey, the Employability Coordinator, the careers library (in the main college library), the Gatsby benchmarks (appendix V) and the www.unifrog.org careers website. 

• Familiarising themselves with the outline of the PSHE content for their year groups (see Appendix I). 

• Holding formal and informal discussions with their tutees about careers including during form time and academic mentoring, including target setting.  

• Encouraging students to have discussions with their parents/guardians, teachers and friends about their strengths and areas for development in terms of transferable skills, areas of interest and possible career paths. 

• To encourage student participation in employability events and to be involved in them where appropriate. 

• Being involved in CEIAG training where appropriate. 

Heads of School, supported by their Assistants, have responsibility for: 

• Supporting tutors to complete academic mentoring and deliver the tutor programme, including careers education and guidance where appropriate. 

• Familiarising themselves with sources of careers guidance and advice including Skills Jersey, the employability coordinator, the careers library (in the Library), the Gatsby benchmarks (appendix V) and the www.unifrog.org careers website.  

• Referring to a Skills Coach or Prospor Mentor where appropriate. 

• Familiarising themselves with the outline of the PSHE content for their year groups (see Appendix I) and helping Tutors to draw on details of this as appropriate.  

• Encouraging students to have careers-related discussions with other stakeholders (Tutors, parents, subject teachers etc). 

• Encouraging student participation in employability events and to be involved in them where appropriate. 

• Being involved in CEIAG training where appropriate. 

Sixth Form Life Skills and Choices Tutors have responsibility for:  

• Acting as a key point of contact for careers and employability and providing a valuable source of advice. 

• Attending relevant training as appropriate. 

Employability Coordinator has responsibility for: 

• Managing the whole College careers programme. 

• Guiding and supporting students in their decisions regarding career plans. 

• Supporting Tutors and Heads of School to fulfil their responsibilities in relation to careers and employability. 

• Liaising with the Head of PSHE to ensure the coverage of the CEIAG programme in lessons. 

• Reviewing schemes of learning (SoL) with the Head of PSHE. 

• Having oversight of the College’s careers-related engagement with external agencies including Skills Jersey, employers and the local business community. 

• Developing links with local employers, facilitating opportunities for students to meet with and engage with careers opportunities from local employers. 

• Organising the JCG Careers Fair; enabling links between students and employers from a variety of sectors.  

• Organising events which promote students’ understanding of the world of work, including Young Enterprise, Trident Work Experience, IoD Work Shadowing etc. 

• Filtering and passing on information to students and teachers. 

• Ensuring the college is an affiliate of the Career Development Institute (CDI). 

• Attending Career Guidance and / or Skills Shows annually. 

• Completing the Qualification in Career Guidance (QCG).  

• Reviewing training for staff on an annual basis and supporting them to complete the Qualification in Careers Guidance (QCG), or similar, as appropriate.  

• Reviewing this policy.  

Assistant Headteacher (Student Progress and Welfare) has responsibility for: 

• Line managing and supporting the work of the Employability Coordinator. 

• Advising other members of the Senior Leadership Team on matters relating to careers education. 

• Reviewing this policy. 

Links to other policies 

• Work Experience Procedures are detailed in Appendix V of this policy. 

• The Jersey Careers Curriculum: 

• https://www.gov.je/SiteCollectionDocuments/Education/ID%20Jersey%20Curriculum%20Careers%2020160531%20PH.pdf  

• Health and Safety Policy 

• https://jerseycollegeforgirls.com/jcg/about-us/policies-and-procedures/health-and-safety-policy 

• Individual Student Needs (ISN) Policy 

• https://jerseycollegeforgirls.com/jcg/about-us/policies-and-procedures/special-educational-needs-sen-policy   

• Safeguarding and Child Protection Policy 

• https://jerseycollegeforgirls.com/jcg/about-us/policies-and-procedures/safeguarding-and-child-protection-policy 

• Learning and Teaching Policy  

• https://jerseycollegeforgirls.com/jcg/about-us/policies-and-procedures/learning-and-teaching-policy  

Careers and Employability on the JCG website: 

• https://jerseycollegeforgirls.com/jcg/college-life/careers-and-employability  

Further Reading 

• Gatsby Benchmarks: http://www.goodcareerguidance.org.uk/  

• Prospects Careers Website: www.unifrog.org  

Appendices  

• Appendix I: Overview of College provision for careers and employability 

• Appendix II: Outline of CEIAG within the PSHE syllabus 

• Appendix III: Quality standards and roles of responsibility 

• Appendix IV:Gatsby Benchmarks 

• Appendix V: Work experience procedures 

Appendix I: Overview of careers and employability provision

The College has: 

• a CEIAG curriculum delivered to all students through PSHE in Lower School and Upper School (See Appendix I). 

• a CEIAG curriculum delivered through the Life Skills and Choices elective and other elective programmes in the Sixth Form (See Appendix I). 

• tutorial programmes including careers education and guidance. 

• academic mentoring sessions including information, advice and guidance. 

• close links with Skills Jersey. 

The College provides access to: 

• a careers section within the library. 

• independent face-to-face advice both internally and externally. 

• Individual student logins to www.unifrog.org where students can engage with careers information, psychometric tests and log their progress.  

• Up-to-date online learning applications. 

• the Jersey Careers Service (Skills Jersey) contributing to our provision. 

• the knowledge and experience of external speakers from a range of careers and industries. 

• outside speakers to enhance student knowledge of courses available and the local job market. 

• individual interviews in Upper School and Sixth Form and 1-to-1 mentoring in the Lower School.  

• events which promote student understanding of the world of work. 

• Trident placements and other work experience, including Institute of directors work shadowing scheme.  

• business partnerships. 

• enterprise competitions including the Young Enterprise and work shadowing. 

• the extended project qualification (EPQ) at Sixth Form. 

• local, national and global trips and visits which encourage risk-taking and global awareness. 

• local, national and global links to former students via the JCG Foundation. 

Work experience is an integral part of careers education and guidance and of work-related learning. 

• Every student in the Sixth Form is strongly encouraged to complete work related experience, including afterschool or at weekends, in their holidays and during challenge week. 

• Trident work experience will be provided for students in the Upper School to support and compliment the curriculum provision. 

• The work experience programme should be able to respond to the needs of the Jersey community. 

• Work experience procedures are detailed in Appendix V. 

JCG meets the quality standards as laid out by the Education Department (see Appendix II). 

Appendix II: Outline of CEIAG within the PSHE syllabus and schemes of work 2025 

Much CEIAG is delivered through the PSHE schemes of learning. In the Sixth Form CEIAG is delivered through the elective/life skills and choices programme. 

Year 7 and 8 

CEIAG is covered in the PSHE programme in Years 7 & 8 through modules including an introduction to careers / work from Skills Jersey and a visit to a residential home in Year 7. In Year 8 students start to recognise their strengths, achievements and weaknesses and evaluate how these might inform future choices in learning and work. Students complete personal development planners and research careers. 

Year 9 

In Year 9 students receive a 1 hour lesson per week covering PSHE, citizenship and careers including: 

• Students identifying their own strengths, interests, skills and qualities as part of the personal review and planning process, including their value to future employers using an online career planner and personal development planner. 

• Learning about different work roles and career pathways, including clarifying their own early aspirations. 

• Students completing a self-evaluation form and discuss areas they need to improve on, in order to achieve their best post option choices using an online career planner and personal development planner. 

• Exploring option choices. Helping students make the correct choice for them, taking into account individual needs. 

In addition to this: 

• A senior member of staff attends an assembly (or PSHE lessons or form times, depending on timetable commitments) to explain the college process for options in December or January. 

• Students discuss options with their teachers and tutor, including in mentoring. They are also visited in form time by senior staff to answer questions and offering 1 to 1 interviews for those who request it. 

• The college organises an options evening to discuss and research GCSE options. 

• Students use an online career planner to identify areas of interest, this is also used to identify strengths and weaknesses and possible career choices. 

• Year 9 students attend the annual Jersey Skills Show to learn about careers and skills. 

Year 10 

Year 10 PSHE is delivered through off-timetable days throughout the year covering health and wellbeing, and citizenship and careers including: 

• A talk from a Trident representative.  This is to explain how Trident works and how the students should complete their forms.  This is followed up during form time. 

• Introduction to banking and financial literacy including scam and fraud awareness. 

• Writing a CV, personal statement and letter asking for work experience. 

• Learning about the range of opportunities available to them for career progression, including in education, training and employment. 

• Using the online platform www.unifrog.org to research careers, apprenticeships, 18+ HE courses and undergo psychometric testing to support careers decision making.  

• Introductions to representatives from different careers, e.g. within the Government of Jersey, Media and Journalism, Creative Arts and the Army. 

• Study skills and revision techniques. 

• Workshops with representatives from Skills Jersey. 

Year 11 

Year 11 PSHE is delivered as off-timetable sessions throughout the year covering health and wellbeing, and citizenships and careers including: 

• Employability seminars including for post-16 options, often involving outside speakers including skills such as interview techniques and speaking with alumni about a range of careers.  

In addition to this: 

• All Year 11 have individual interviews with a senior member of staff to discuss post-16 options and any concerns they may have about their futures. 

• The College organises a Sixth Form Information Week, including an A level options evening, to discuss and research Sixth Form choices. 

• All Year 11 students complete an online careers guidance programme. 

• Students are provided with a week of A level taster lessons at College. 

• Students spend a form time with Sixth Form students discussing Sixth form life. 

• Year 13 students visit Year 11 during a form time to explain individual subjects. 

• JCG holds an annual in-house Careers Fair. 

• Year 11 students are offered 1-to-1 appointments with advice and guidance councillors from Skills Jersey. 

• Using the online platform www.unifrog.org to research careers, apprenticeships, 18+ HE courses and undergo psychometric testing to support careers decision making.  

   

Further information about PSHE provision from Year 7 to Year 11 can be found here: Year 7, Year 8, Year 9, Years 10 & 11. 

Year 12 

The careers programme is delivered in Year 12 through the Life Skills and Choices Elective sessions of 1 hour per week. It covers aspects such as Higher Education, post-18 options, finance, work shadowing (IOD), Young Enterprise and completing CVs, covering letters and their UCAS form. A dedicated group offers support to students planning a gap year or to enter employment at 18. 

In addition to this: 

• All Year 12 have a bespoke programme with HE tutors depending on their pathways for 18+. These sessions begin in January and continue until October half term of Year 13 to support with applications.  

• Skills Jersey organises an annual HE fair. 

• The College organises an information evening for parents to explain the UCAS procedure and university funding.  

• JCG holds an annual in-house Careers Fair. 

• Year 12 students are offered 1-to-1 appointments with advice and guidance councillors from Skills Jersey. 

• Using the online platform www.unifrog.org to research careers, apprenticeships, 18+ HE courses and undergo psychometric testing to support careers decision making.  

Year 13 

The careers programme is delivered to Year 13 for the first term only. This is primarily for the completion of UCAS forms. In addition to this all students are seen individually by their Life Skills and Choices (LSC) tutor / HoS before handing in their UCAS forms. All candidates for courses requiring an interview have practice interviews organised by the College. 

Post application – students are given individual advice on choosing firm and insurance institutions. We encourage students not to complete this until after the mock week.  

Students not applying to university have weekly Life Skills and Choices Elective sessions with the Employability Coordinator with the intention of securing high quality employment.  
Students applying for medicine, dentistry, Oxford University or Cambridge University have bespoke preparation. 

Year 14 

Full and part time Year 14 students have access to the Year 13 programme as well as receiving additional help with their applications, mock interviews and personal statements. 

  Appendix III: Quality Standards and Roles of Responsibility

Appendix IV: The Gatsby Benchmarks

APPENDIX V: Work Experience (WE) Procedures

GENERAL PROCEDURES FOR WE  

The Employability Coordinator (EC) is responsible for this area, although many staff may be involved in encouraging students to take part in the opportunities offered by WE. 

The EC takes responsibility for overseeing the process if carried out by another member of staff. 

 The general procedures are as follows: 

• The placements will be checked for suitability by the EC and, if required, by one of the Institute of Safety and Health (IOSH) trained staff. 

• The EC will ensure that all students complete the appropriate Placement Form. 

• The EC will check the suitability of the placement through consultation with Skills Jersey or by site visits and inspection by IOSH trained personnel. 

• Should an individual student or member of staff wish to include a placement not previously Health and Safety checked, this should be referred to the EC who may ask one of the IOSH trained members of staff to complete the Employer Visit Form.  

• No placement should take place until all documentation and approval has been completed. 

• The placement provider will ensure that a health and safety briefing is carried out on commencement of the placement.  

Procedures for off island placements:  

• The College is supportive of off-island placements and parents should write to the Principal requesting authorised absence. 

• The responsibility for off-island placements rests with parents / guardians.  

• The EC can provide parents with the JCG work experience policy and forms in preparation for off-island work experience. 

JERSEY SAFEGUARDING PARTNERSHIP BOARD CHILDREN – GUIDANCE FOR EMPLOYERS 

 SAFEGUARDING YOUNG PEOPLE IN THE WORKPLACE: 

For adults working with young people, particularly those below the age of sixteen, it is important to be aware of potentially difficult situations.  By following the simple guidance outlined below it should be possible to ensure that the workplace is a secure and productive environment for both the provider and young person. 

1.  TOUCH 

There may be occasions when you need to touch a young person (e.g. If you are guiding them in carrying out a technical operation) these should be kept to a minimum and only used when necessary. 

2.  BEHAVIOUR 

Whilst it is important to reassure a young person who may be nervous in a new placement and reliant on your guidance it is important not to be over familiar.  Never condone inappropriate behaviour which may cause embarrassment or fear. 

3.  ENVIRONMENT 

It is part of the Trident work experience policy that students are not placed with Sole Traders.  This is to avoid continuous one to one contact.  There may be occasions where students are required to spend a limited amount of time with one employee, however extended periods should be avoided where possible. 

4.  DISCLOSURE 

Where the young person is on a school placement please contact the Work Experience Coordinator, if they are not available then speak to the Headteacher/Principal of the young person’s school/college.  Outside of school hours please use the mobile number given to you by the Work Experience Coordinator.   

If you are concerned by anything the young person may disclose to you or a member of your staff in terms of child protection please telephone the Children and Families Hub on 519000  Email: childrenandfamilieshub@gov.je or the Out of hours Duty Officer :Tel 612612 

If the young person discloses an allegation against anyone in the workplace please contact the Children and Families Hub - 519000 for advice prior to speaking to anyone else, including the employee that the allegation refers to. 

5.  DISQUALIFICATION 

Trident is in contact with JMAPPA, an organisation which monitors disqualified individuals, however, If you are aware that any of your employees are disqualified from working with children and that this would present difficulties for you it would be more appropriate for you to decline the placement in order to protect yourself.  

Any employer who might be interested in providing training in child protection within their organisation can contact the Jersey Child Protection Committee Training Officer for advice on 01534 442752. 

 Children, Young People, Education and Skills Department - Child Protection principles for work related learning activities 

 It is the inescapable duty of every adult to ensure the health, safety and welfare of children and young people at all times. Child Protection means protecting children against abuse and non-accidental injury and applies to all young people under the age of 18 years. 

The Department has clear policies, practice and procedures relating to child abuse and non-accidental injury.   Employers are asked, when participating in educational activities involving contact with young people, to take responsibility for their social welfare as well as their physical welfare. 

Employers should do all they can to ensure their employees relationships with young people are appropriate to their age and gender, and do not give rise to comment or speculation. Attitude, behaviour and language all require careful consideration and thought. 

Child Protection principles and guidelines not only endeavour to prevent non-accidental harm to young people, they are also designed to protect adults.   Providers of placements should not put themselves, or their employees, in situations that can be misinterpreted by others. 

(Adapted from Buckinghamshire Education Business Partnership’s principles)