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We have developed a broad and varied careers curriculum for students across all year groups. The aim is to create an atmosphere of awareness on career options from Year 7 forward, with an increasing focus on paths and further outcomes as our students enter their final Year at the Academy. A details table of what is offered for each keystage group and when can be found below.

  • Key Stage 3 Programme

    KS3 CEIAG Programme of Study and Activities

      Elements of Learning KS3 Learning Outcomes KS3 Activities Y7 Y8 Y9
    1 Self-awareness

    Individuals who realistically appraise their qualities and skills, roles and responsibilities, values and attitudes, needs and interests, aptitudes and achievements are better able to understand themselves, make informed choices and relate well to others. Self-awareness provides individuals with the foundation for enhancing their self-esteem, developing their identity and achieving personal wellbeing.

    Describe yourself, your strengths and preferences *Students participate in a Social

    and Emotional Aspects of learning (SEAL) programme to develop their self and social awareness, manage their feelings and become more effective learners.

    *Students complete a range of self-assessment exercises and record the results in their portfolios.

    y y y
    2 Self-determination

    Self-determination enables individuals to develop personal autonomy, self-efficacy and personal agency. It boosts hope, optimism, adaptability and resilience. Self-determination empowers individuals to realise their aspirations and manage their careers

    Tell positive stories about your well-being, progress and achievement Students will analyse their life looking at all of the positive things they have done. They will then analyse and look at the ways in which they work best. It will look to set targets and build on their strengths. These activities will be complete with their tutor y y y
    3 Self-improvement as a learner

    Self-improvement fosters positive attitudes to lifelong learning and the skills of planning, review and reflection. Understanding what they have learned, what they need to learn next and how they learn best enables individuals to develop their potential.

    Explain how you have benefited as a learner from careers, employability and enterprise activities and experiences In their small group, students

    review their experience of being on visits, trips etc to different companies or people visiting school. Students will then document their experience and what skills they have found valuable to take forward.

     

    y y y
    4 Exploring careers and careers development

    Career exploration expands individuals’ horizons and opportunities. A better understanding of career processes and structures enables individuals to make sense of and manage their own careers. It also enables them to appreciate the career experiences of others.

    Describe different ways of looking at people’s careers and how they develop Students find out how the

    careers of different members of staff have developed and then reflect on the similarities and differences between them.

    *Students create career timelines to summarise the career of someone they admire.

    *Visits and visitors will help with this aspect by providing pupils with information about different careers and the paths they need to take e.g. Nissan visit

    y y y
    5 Investigating work and working life

    Investigating people’s experiences of work enables individuals to understand the meaning and purpose of work in people’s lives. They learn what constitutes good or decent work and how to find it for themselves

    Identify different kinds of work and why people’s satisfaction with their working lives can change In small groups, students research a job family and give

    ‘table presentations’ at their own

    careers fair.

    *Students find out about the purpose of work clothes/uniforms (‘business attire’), exploring advantages and disadvantages of wearing a uniform.

    *Students read about work and working life (case-studies).

    *Students use website video clips to support a teacher or employer led discussion.

    y y y
    6 Understanding business and industry

    Understanding types of business and business functions enables individuals to prepare for employment and to appreciate the contribution of business and industry to social and economic life.

    Describe the organisation and structure of different types of business

     

    Students investigate the types

    of businesses involved in the exploitation of commodities from the raw material stage to the finished product. Students look at different raw materials and the impact on greenhouse emissions

    *Students list the jobs involved in getting an everyday items to consumers.

    *Students make a spider diagram of the contractors and suppliers linked to their own school.

    y y y
    7 Investigating jobs and labour market information (LMI)

    Individuals need to know how to access, analyse and act on relevant and appropriate job and labour market information when choosing and planning for careers.

    Be aware of what job and labour market information (LMI) is and how it can be useful to you. Students in year 8 will be provided with a presentation to discuss choices and options linked to the labour market. Students in other key stages will be provided with up to date LMI during careers Fridays by their form tutor.   y y
    8 Valuing equality, diversity, and inclusion

    Individuals need to recognise that the commitment to equality, diversity and inclusion in British society benefits them as much as others. By resisting the damage caused by stereotyping, discrimination and prejudice, individuals can realise their own ambitions and help others to do so.

    Identify how to stand up to stereotyping and discrimination that is damaging to you and those around you. Students gain advice on how to combat stereotyping and discrimination. Activities will be complete regarding this issue during careers Fridays with form tutors providing guidance and support. y y y
    9 Learning about safe working practices and environments

    Learning about safe working practices and environments helps individuals to keep themselves and others healthy and safe at work.

    Be aware of the laws and by-laws relating to young people’s permitted hours and types of employment; and know how to minimise health and safety risks to you and those around you Students will complete a series of lessons that will focus on basic rights, discrimination issues, information sources, work experience, health and safety and bullying in the workplace. y y y
    10 Making the most of careers information, advice and guidance

    Individuals need to learn how to recognise trusted sources of information, advice and guidance and how to make effective use of all the sources of help and support available to them, including one-to-one guidance.

    Identify and make the most of your personal network of support including how to access the impartial careers information, advice and guidance and distinguish between objectivity and bias. Students create a mid-map or

    visual representation of their networks of careers influences and supporters.

    *Students produce a guide to

    ‘making the most of information, advice and guidance’ in their school.

    *Employers are invited to deliver career learning activities to get the most out of developing

    networking skills.

    y y y
    11 Preparing for employability

    A priority for individuals is to gain the skills and experience that will enable them to get jobs and sustain themselves in employment.

    Recognise the qualities and skills needed for employability and provide evidence for those you have demonstrated both in and out school Students will complete a range of activities that will look at understanding job advertisements and recognising the skills, qualities and qualifications needed for different jobs. Students will be introduced into what a CV is and begin to apply some of their own qualities and attributes to their own CV, y y y
    12 Showing initiative and enterprise

    Showing initiative and enterprise helps individuals to learn about risk, effort and making the most of opportunities.

    Recognise when you are using the qualities and skills that entrepreneurs need Students maintain a skills log

    recording their best demonstrations of the qualities and skills needed for employability.

    *Students gain experience of enterprise projects. They review their contribution to the venture and their enterprise capability.

    y y y
    13 Developing personal financial capability

    The increasing cost of training and further and higher education makes it essential for individuals to know about managing their money. They need to know how to make decisions about spending, saving and investing to ensure their economic well-being now and in the future.

    Show that you can manage a personal budget and contribute to household and school budgets Students take part in a

    simulation that challenges them to manage a household budget.

    *Students use a personal budget planner to work out a budget.

    y y y
    14 Identifying choices and opportunities

    Individuals need to be able to research and recognise suitable progression pathways and qualifications. Using networking, negotiation, information and evaluation skills enables individuals to maximise their choices and opportunities, including those that are unforeseen or unplanned.

    Look systematically at the choices and opportunities open to you when you reach a decision point All subject areas will deliver lessons for one week with a key focus on careers in their subject areas. *Students produce subject

    posters giving the facts about

    the qualifications, skills and jobs that can gain by studying particular subjects.

    y y y
    15 Planning and deciding

    Individuals need to know how to get information, clarify values and preferences, identify alternatives, weigh up influences and advice, solve problems, review decisions and make plans. It also involves being able to cope with chance events and unintended consequences.

    Know how to negotiate and make plans and decisions carefully to help you get the qualifications, skills and experiences you need Groups form small company teams to solve a problem. They have to negotiate their roles in the team and the main features of the campaign (enterprise projects).

    *Students engage in target- setting and review activities with their tutors and subject teachers.

    y y y
    16 Handling applications and selection

    Promoting themselves in a way that attracts the attention of selectors and recruiters as well as managing the applications process requires individuals to develop a range of self-presentation and marketing skills that they will need throughout their lives.

    Know how to prepare and present yourself well when going through a selection process Students apply for leadership

    roles in the school, e.g. as School Council representatives, peer mentors, etc.

    *Students apply for trips, projects, challenges, etc.

    Students will complete a range of activites involving self promotion to their peers in the class.

    y y y
    17 Managing changes and transitions

    Plans and decisions can break down if individuals fail to prepare for the career moves they need to make. Awareness of how to cope with life changes and transitions, partly gained from reflecting on previous moves, can support lifelong career development and employability.

    Show that you can be positive, flexible and well-prepared at transition points in your life Students prepare for their

    options process by attending the Year 8 options assemblies, options carousel and pathways evening,

    etc.

      y y
  • Key Stage 4 Programme

    KS4 CEIAG Programme of Study and Activities

      Elements of Learning KS4 Learning Outcomes KS4 Activities Y10 Y11
    1 Self-awareness

    Individuals who realistically appraise their qualities and skills, roles and responsibilities, values and attitudes, needs and interests, aptitudes and achievements are better able to understand themselves, make informed choices and relate well to others. Self-awareness provides individuals with the foundation for enhancing their self-esteem, developing their identity and achieving personal wellbeing.

    Recognise how you are changing, what you have to offer and what’s important to you Students complete an

    occupational interest’s task and discuss the results with their tutor/mentor.

    *Students describe what they like about how they have changed since Year 7. This will be complete through a range of tasks carried out during morning registration.

    y y
    2 Self-determination

    Self-determination enables individuals to develop personal autonomy, self-efficacy and personal agency. It boosts hope, optimism, adaptability and resilience. Self-determination empowers individuals to realise their aspirations and manage their careers

    Explain how you use positive versions of your own story to manage your well-being, progress and achievement Students will analyse their life looking at all of the positive things they have done. They will then analyse and look at the ways in which they work best. It will look to set targets and build on their strengths. These activities will be complete with their tutor *Students set personal and

    learning targets to build on their strengths.

    y y
    3 Self-improvement as a learner

    Self-improvement fosters positive attitudes to lifelong learning and the skills of planning, review and reflection. Understanding what they have learned, what they need to learn next and how they learn best enables individuals to develop their potential.

    Review and reflect upon how you have benefited as a learner from careers, employability and enterprise activities and experiences Students who have been on work experience share the experience with their fellow peers. They are to discuss how they benefited from the experience. Years 9 and 10 will then document what kind of work experience they are looking for and what skills they would like to gain from their placement. Year 11 pupils will document their work experience stating skills and benefits. They will then document how they will take these on into the future. y y
    4 Exploring careers and careers development

    Career exploration expands individuals’ horizons and opportunities. A better understanding of career processes and structures enables individuals to make sense of and manage their own careers. It also enables them to appreciate the career experiences of others.

    Explain key ideas about career and career development Students weigh up the pros

    and cons of several types of careers, e.g. single-track careers, serial careers, portfolio careers and lifestyle careers.

    Students will be provided with careers talks through visits to workplaces and visitors to school. A careers fair will also take place where pupils will be given guidance and advice from impartial visitors.

    y y
    5 Investigating work and working life

    Investigating people’s experiences of work enables individuals to understand the meaning and purpose of work in people’s lives. They learn what constitutes good or decent work and how to find it for themselves

    Explain how work is changing and how this impacts on people’s satisfaction with their working lives Students talk to a range of people including: past

    students, guest speakers, business representatives, etc about how their jobs are likely to change in the next 5-10 years.

    *Students analyse stories in the news about the factors that affect the mental health of workers.

    y y
    6 Understanding business and industry

    Understanding types of business and business functions enables individuals to prepare for employment and to appreciate the contribution of business and industry to social and economic life.

    Explain different types of businesses, how they operate and how they measure success Students look at the pros

    and cons of different kinds of business entities, e.g. sole trader, partnerships,

    company and franchise in the private sector.

    y y
    7 Investigating jobs and labour market information (LMI)

    Individuals need to know how to access, analyse and act on relevant and appropriate job and labour market information when choosing and planning for careers.

    Find relevant job and labour market information (LMI) and know how to use it in your careers planning Students in year 11 will be provided with a presentation to discuss choices and options linked to the labour market. Students in other key stages will be provided with up to date LMI during careers Fridays by their form tutor.   y
    8 Valuing equality, diversity, and inclusion

    Individuals need to recognise that the commitment to equality, diversity and inclusion in British society benefits them as much as others. By resisting the damage caused by stereotyping, discrimination and prejudice, individuals can realise their own ambitions and help others to do so.

    Recognise and challenge stereotyping, discrimination and other barriers to equality, diversity and inclusion; and know your rights and responsibilities in relation to these issues. Students interview

    employers about good practice in carrying out their duties under the Equality Act 2010 ‘to make reasonable adjustments to their workplaces to overcome barriers experienced by disabled people’.

    *Students investigate progress in tackling ‘the glass ceiling’ in the leading professions, e.g. engineering, architecture, law, medicine, accountancy, etc.

    Activities will be complete regarding this issue during careers Fridays with form tutors providing guidance and support.

    y y
    9 Learning about safe working practices and environments

    Learning about safe working practices and environments helps individuals to keep themselves and others healthy and safe at work.

    Be aware of your responsibilities and rights as a student, trainee or employee for following safe working practices. Students will complete a series of lessons that will focus on the national minimum wage, full and part time workers’ rights, discrimination and harassment, information sources, work experience, health and safety principles and procedures, bullying in the workplace y y
    10 Making the most of careers information, advice and guidance

    Individuals need to learn how to recognise trusted sources of information, advice and guidance and how to make effective use of all the sources of help and support available to them, including one-to-one guidance.

    Build and make of your personal network of support including making effective use of impartial careers information, advice and guidance and distinguish between objectivity and bias. Students discuss their

    options with family, friends, school staff and career specialists and carefully weigh up the advice received.

    *Students examine through case studies what impartiality means when it is applied to careers guidance practice.

    *Students are introduced to employers through the schools careers fair.

    y y
    11 Preparing for employability

    A priority for individuals is to gain the skills and experience that will enable them to get jobs and sustain themselves in employment.

    Show that you have acquired and developed qualities and skills to improve your employability Students use

    Students in Years 9 and 10 will look at a ‘good’ CV and a ‘bad CV, this will then help with the development of their own CV highlighting their key attributes. Students in Year 11 will look to build on last year’s work developing their CV and analysing the common mistakes made while creating a CV      *Employers provide CV workshops demonstrating the latest thinking in CV presentation, what they expect to see and what they will not accept.

    *Employers are involved in the work experience programme.

    y y
    12 Showing initiative and enterprise

    Showing initiative and enterprise helps individuals to learn about risk, effort and making the most of opportunities.

    Show that you can be enterprising in the way you learn, carry out work and plan your career Local employers run

    sessions through ‘Work Discovery Week’ and ‘Work Discovery Sector Days’.

    *Local employers provide longer term business competitions to develop enterprising and entrepreneurial skills (Industrial cadets).

    y y
    13 Developing personal financial capability

    The increasing cost of training and further and higher education makes it essential for individuals to know about managing their money. They need to know how to make decisions about spending, saving and investing to ensure their economic well-being now and in the future.

    Show that you can manage your own money, understand personal financial documents and know how to access financial support for further study and training Students calculate the cost

    of higher education against an apprenticeship and how the return on their investment can be managed.

    *Students complete modules explaining tax and national insurance matters.

    *Students attend careers fairs to research the implications of choosing one pathway over another.       

    *During the nissan visit it is explained to pupils about the costs of university fees and wages they can achieve after leaving university then explains apprenticeship potential earnings and what they can achieve after.

    y y
    14 Identifying choices and opportunities

    Individuals need to be able to research and recognise suitable progression pathways and qualifications. Using networking, negotiation, information and evaluation skills enables individuals to maximise their choices and opportunities, including those that are unforeseen or unplanned.

    Research your education, training, apprenticeship, employment and volunteering options including information about the best progression pathways through to specific goals All subject areas will deliver lessons for one week with a key focus on careers in their subject areas.  

    *Students draw up a list of

    questions to ask stallholders that they want to meet at a forthcoming careers fair.

    *Students get involved with

    ‘Work Discovery Week’ and

    ‘Work Discovery Sector Day’

    activities.

    y y
    15 Planning and deciding

    Individuals need to know how to get information, clarify values and preferences, identify alternatives, weigh up influences and advice, solve problems, review decisions and make plans. It also involves being able to cope with chance events and unintended consequences.

    Know how to make important plans and decisions carefully including how to solve problems and deal appropriately with influences on you Students learn how to weigh up different factors affecting

    their decisions.

    *Students take part in role plays to practise using the three main styles of communication and conflict resolution (i.e. being passive, assertive or aggressive).

    y y
    16 Handling applications and selection

    Promoting themselves in a way that attracts the attention of selectors and recruiters as well as managing the applications process requires individuals to develop a range of self-presentation and marketing skills that they will need throughout their lives.

    Know your rights and responsibilities in a selection process and the strategies to use to improve your chances of being chosen Students take part in a mock

    interview for a suitable position (e.g. and apprenticeship, a college place or a job) and prepare a CV beforehand. Students in Year 11 will be provided with help and guidance on their CVs with teachers helping them the SPAG (spelling, punctuation and grammar).

    y y
    17 Managing changes and transitions

    Plans and decisions can break down if individuals fail to prepare for the career moves they need to make. Awareness of how to cope with life changes and transitions, partly gained from reflecting on previous moves, can support lifelong career development and employability.

    Review and reflect on previous transitions to help you improve your preparation for future moves in education, training and employment Students recall the range of

    experiences that they and others had when making decisions at 13+ and suggest how the lessons learnt can

    be applied to their decisions at 16+.

    *Year 11 students will receive 1:1 interviews about future careers paths offering the best advice tailored for their future.

    y y
  • Key Stage 5 Programme

    16-19 CEIAG Programme of Study and Activities

      Elements of Learning 16-19 Learning Outcomes KS5 Activities Y12 Y13
    1 Self-awareness

    Individuals who realistically appraise their qualities and skills, roles and responsibilities, values and attitudes, needs and interests, aptitudes and achievements are better able to understand themselves, make informed choices and relate well to others. Self-awareness provides individuals with the foundation for enhancing their self-esteem, developing their identity and achieving personal wellbeing.

    assess how you are changing and be able to match your skills, interests and values to requirements and opportunities in learning and work ·      Personal Statements

    ·      Reflection sheets on past performance in exams, types of learner, time-keeping, mind-set,etc in PD time

    ·      Mental health and wellbeing assemblies delivered by outside agencies

     

     

    y

    Y
    2 Self-determination

    Self-determination enables individuals to develop personal autonomy, self-efficacy and personal agency. It boosts hope, optimism, adaptability and resilience. Self-determination empowers individuals to realise their aspirations and manage their careers

    reflect on the positive elements in your career story to show the responsibility you are taking for managing your own progress, achievement and wellbeing ·      Ucas research and applications

    ·      Visits to universities and university fayres.

    ·      Study skills sessions to learn independently

    Y Y
    3 Self-improvement as a learner

    Self-improvement fosters positive attitudes to lifelong learning and the skills of planning, review and reflection. Understanding what they have learned, what they need to learn next and how they learn best enables individuals to develop their potential.

    be proactive in taking part in careers, employability and enterprise activities

    and experiences and assessing the

    benefits to you as a learner

    ·      Organising Xmas Fayre

    ·      Classics and Latin for students who want to learn

    ·      EPQ Qualification

    Y  
    4 Exploring careers and careers development

    Career exploration expands individuals’ horizons and opportunities. A better understanding of career processes and structures enables individuals to make sense of and manage their own careers. It also enables them to appreciate the career experiences of others.

    reflect on changing career processes and

    structures and their effects on people’s

    experience and management of their

    own career development

    ·      Invited professionals discuss opportunities and their experiences in the work place.

    ·      Apprenticeship organisations invited to Open Evenings.

    ·      Regular discussions with tutors focused on careers and progression.

    Y Y
    5 Investigating work and working life

    Investigating people’s experiences of work enables individuals to understand the meaning and purpose of work in people’s lives. They learn what constitutes good or decent work and how to find it for themselves

    recognise the personal, social and

    economic value of different kinds of work

    and be critically aware of key debates

    about improving people’s satisfaction

    with their working lives in the future

    ·      Life/work balance activities.

    ·      Q&A with invited professionals

    Y Y
    6 Understanding business and industry

    Understanding types of business and business functions enables individuals to prepare for employment and to appreciate the contribution of business and industry to social and economic life.

    explain how what businesses do, the way

    they operate and the way they measure

    success is changing

    ·      Work Experience within/outside of school

    ·      H&S placements students to give feedback to cohort

    Y  
    7 Investigating jobs and labour market information (LMI)

    Individuals need to know how to access, analyse and act on relevant and appropriate job and labour market information when choosing and planning for careers.

    be able to draw conclusions from

    researching and evaluating relevant

    labour market information (LMI) to

    support your future plans

    ·      Students investigate HE admissions

    ·      Students attend HE/Careers/Skills fairs

    Y

     

    Y

    Y

     

    Y

    8 Valuing equality, diversity, and inclusion

    Individuals need to recognise that the commitment to equality, diversity and inclusion in British society benefits them as much as others. By resisting the damage caused by stereotyping, discrimination and prejudice, individuals can realise their own ambitions and help others to do so.

    reflect critically on the ethical, legal

    and business case for equality, diversity

    and inclusion in the workplace and the

    implications for your behaviour and

    others

    ·      Professional (LD) to discuss company policies, codes of conduct, bullying in workplace, etc

    ·      Diversity in Society assembly delivered by guest speaker.

    Y Y
    9 Learning about safe working practices and environments

    Learning about safe working practices and environments helps individuals to keep themselves and others healthy and safe at work.

    recognise different levels of risks and

    understand your responsibilities and

    rights as a student, trainee or employee

    for observing safe working practices

    ·      As above – LD to deliver

    ·      Safegaurding/e-safety awareness assemblies. 

    Y Y
    10 Making the most of careers information, advice and guidance

    Individuals need to learn how to recognise trusted sources of information, advice and guidance and how to make effective use of all the sources of help and support available to them, including one-to-one guidance.

    develop and make the most of your

    personal networks of support and show

    that you are a proactive and discerning

    user of careers information, advice and

    guidance

    ·      PD time activities linked to online. (Kasia?)

    ·      Connexions interviews (this is still to be confirmed)

       
    11 Preparing for employability

    A priority for individuals is to gain the skills and experience that will enable them to get jobs and sustain themselves in employment.

    explain how you are developing your

    employability to meet your own

    expectations and the expectations of

    employers and co-workers

    ·      Review work experience.

    ·      Activities related to workplace skillsLD to give talk

     

    Y

     

    Y

     

    Y

     

     

     

    12 Showing initiative and enterprise

    Showing initiative and enterprise helps individuals to learn about risk, effort and making the most of opportunities.

    develop and apply enterprise qualities

    and skills in your approach to learning,

    work and career planning

    ·      Students volunteer for key school events.

    ·      Students complete time-keeping/ organisation activities

    ·      Problem-solving activities relating to prioritising demands

    ·      Local lectures and events advertised to students. 

    Y

     

    Y

    Y

     

    Y

    13 Developing personal financial capability

    The increasing cost of training and further and higher education makes it essential for individuals to know about managing their money. They need to know how to make decisions about spending, saving and investing to ensure their economic well-being now and in the future.

    show how you have developed your

    personal financial capability to improve

    the future decisions you need to take

    about everyday living, further study,

    training and work

    ·      Students complete activities, in PD, relating to managing money/budgets

    ·      Student Finance Evening delivered by outside agency

    Y  
    14 Identifying choices and opportunities

    Individuals need to be able to research and recognise suitable progression pathways and qualifications. Using networking, negotiation, information and evaluation skills enables individuals to maximise their choices and opportunities, including those that are unforeseen or unplanned.

    be able to research and evaluate

    progression pathways and return on

    investment for the higher and further

    education, training, apprenticeship,

    employment and volunteering options

    that are open to you

    ·      Students research professions, university courses, entry requirements.

    ·      Attend careers fairs

    Y

     

     

     

    Y

    Y

     

     

     

    Y

    15 Planning and deciding

    Individuals need to know how to get information, clarify values and preferences, identify alternatives, weigh up influences and advice, solve problems, review decisions and make plans. It also involves being able to cope with chance events and unintended consequences.

    know how to make career enhancing

    plans and decisions

    ·      Appshed?

    ·      A study skills session in how to identify best courses reliably find out entry requirements

       
    16 Handling applications and selection

    Promoting themselves in a way that attracts the attention of selectors and recruiters as well as managing the applications process requires individuals to develop a range of self-presentation and marketing skills that they will need throughout their lives.

    know how to prepare for, perform well

    and learn from participating in selection

    processes

    ·      Game for a job

     

    ·      SLT to conduct interviews with students for potential work place jobs and/ or university places

    ·      The Sage Business Partnership Programme public speaking event.

    Y

     

    Y

     

     

    Y

    17 Managing changes and transitions

    Plans and decisions can break down if individuals fail to prepare for the career moves they need to make. Awareness of how to cope with life changes and transitions, partly gained from reflecting on previous moves, can support lifelong career development and employability.

    know how to develop and use strategies

    which will help you to deal with the

    challenges of managing your career

    transitions