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Careers Education

Careers Education at Shoreham Academy 

Our Careers Department are currently updating our Careers Plan and will be issuing this by the end of Autumn Term 2019. You can now find the team in the new Careers Learning and Resources Centre (CLARC) in the 2nd floor Wells corridor.


Please do not hesitate to contact our Careers Team, see key contacts below:

Careers Strategic Lead - Mrs Beki Tonks beki.tonks@shoreham-academy.org  

Careers Advisor - Ms Eppie Silverman eppie.silvermen@shoreham-academy.org

Enterprise Lead - Mr Colin Langan colin.langan@shoreham-academy.org

Careers SLT Lead - Martin Sacree martin.sacree@shoreham-academy.org


The Careers Plan will be based on the following strategic goals for academic year 2019 – 2020:

  • Focus on Skills Based Learning to link with employability skills
  • Creating a board of Strategic Careers Partners who will meet regularly to support careers engagement including providing relevant local information about jobs and employers.
  • Develop our Careers Partners database to include a wide variety of employers, employees and careers education providers  through engagement with Operational Careers Partners to ensure the Academy has excellent links with employers and other key organisations in the local area. This will allow us to create more opportunities for our students and staff to meet with employers and employees to better understand the world of work and also to provide students with meaningful experiences of the workplace and structured work experience placements.
  • Launch our Seven Year Work Experience Programme to ensure students from year 7 upwards are exposed to work environments culminating in constructive and relevant Work Experience Placements
  • Achieve the Gatsby Benchmarks which are the key indicators for good careers education nationally:





1. A stable careers programme

Every school and college should have an embedded programme of career education and guidance that is known and understood by pupils, parents, teachers and employers.

  • Every school should have a stable, structured careers programme that has the explicit backing of the senior management team, and has an identified and appropriately trained person responsible for it.
  • The careers programme should be published on the school’s website in a way that enables pupils, parents, teachers and employers to access and understand it.
  • The programme should be regularly evaluated with feedback from pupils, parents, teachers and employers as part of the evaluation process.

2. Learning from career and labour market information

Every pupil, and their parents, should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make the best use of available information.

  • By the age of 14, all pupils should have accessed and used information about career paths and the labour market to inform their own decisions on study options.
  • Parents should be encouraged to access and use information about labour markets and future study options to inform their support to their children.

3. Addressing the needs of each individual

Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.

  • A school’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations.
  • Schools should keep systematic records of the individual advice given to each pupil, and subsequent agreed decisions.
  • All pupils should have access to these records to support their career development.
  • Schools should collect and maintain accurate data for each pupil on their education, training or employment destinations for at least three years after they leave the school.

4. Linking curriculum learning to careers

All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of career pathways.

  • By the age of 14, every pupil should have had the opportunity to learn how the different STEM subjects help people to gain entry to, and be more effective workers within, a wide range of careers.

5. Encounters with employers and employees

Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment opportunities including visiting speakers, mentoring and enterprise schemes.

Every year, from the age of 11, pupils should participate in at least one meaningful encounter* with an employer.

* A ‘meaningful encounter’ is one in which the student has an opportunity to learn about what work is like or what it takes to be successful in the workplace.

6. Experience of workplaces

Every pupil should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities and expand their networks.

  • By the age of 16, every pupil should have had at least one experience of a workplace, additional to any part-time jobs they may have.
  • By the age of 18, every pupil should have had one further such experience, additional to any part-time jobs they may have.

7. Encounters with further and higher education

All pupils should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.

  • By the age of 16, every pupil should have had a meaningful encounter* with providers of the full range of learning opportunities, including sixth forms, colleges, universities and apprenticeship providers. This should include the opportunity to meet both staff and pupils.
  • By the age of 18, all pupils who are considering applying for university should have had at least two visits to universities to meet staff and pupils.

* A ‘meaningful encounter’ is one in which the student has an opportunity to explore what it is like to learn in that environment.

8. Personal guidance

Every pupil should have opportunities for guidance interviews with a Careers Adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.

  • Every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18.


Useful Links:

First Job / Apprenticeship:




Career Planning & Information:


An award-winning career planning and management tool designed to help all young people aged 13 to 19 years old with their career decisions. Through a series of questionnaires an individual can explore their skills and personality traits alongside career ideas as well as study and training options


Make a difference with a career in health. Get all the information you need to take the next step in your career.  


Make a difference with a career in health. Get all the information you need to take the next step in your career.  


This website allows you to watch short video clips of people in a wide range of job sectors.


Short films on various careers from Medical, Science, Creative and Media to name but a few. 


Aimed at students seeking a graduate career. An excellent resource offering information, advice and opportunities to students and graduates.  


Live chat support from employers and videos about jobs and different industries






UCAS stands for Universities and Colleges Admissions Service. It’s the centralised service that students use to apply to university. It can be a useful tool for students of all ages to find out about what courses are available for future study.   


For full details of our Sixth Form Careers, Advice, Guidance and Information please click here.


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