Employer engagement

Sections
215
Gatsby BM1, 3, 7
SEND
Key stages

Securing Good Transitions: A resource pack to support the next steps of Key Stage 4 pupils with SEND

This resource pack has been developed by DFN Charitable Foundation and Whole School SEND.   The pack provides support, materials and practical tips to teachers and other school-based professionals to secure good transitions and destinations into the next stage of education and/or employment for Key Stage 4 Pupils with SEND.

Gatsby BM3, 4
SEND
Key stages

Spending Sense - SEND Resource

Developed by Young Money (part of Young Enterprise) this resource aims to develop young people's understanding of managing their money, making financial decisions, staying safe online and the world of work. 

This is an essential resource as it is specifically designed to ensure that pupils with mild to moderate special educational needs are given the opportunity to develop financial capability. 

Gatsby BM2, 3, 5, 6, 7
Key stages

Springpod

Students can explore hundreds of careers with up to date labour market information. Free and inspiring careers talks and the opportunity to interact and engage with the top employers in the UK.

Gatsby BM5, 8
Key stages

Stay Nimble

Enhance the careers support you give to students with this online platform –designed to offer valuable career and work performance coaching services.

Gatsby BM7
SEND
Key stages

T Levels Resource

T Levels are a qualification choice that will follow GCSEs and give students a head start towards the career they want. They will suit students who wish to start working towards a skilled occupation, prefer a practical approach to learning and want a predominantly classroom-based course.

Gatsby BM2, 3, 4, 8
Key stages

The ERIC App

A *completely free* career app for students and schools that gives personalised career advice about the 16 creative industries within seconds.

Age group it's available for: 16+

Cost: FREE to download for all young people, teachers, career advisors & other school contacts.
 

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