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Copy of 2025-2026 Primary CRL Programme & Policy

Co-op Academy Broadhurst CRL Programme & Policy

2025-26

Approved by: AGC

Date : 28/10/22

Last reviewed on: 18/10/25

Next review due by: 18/10/25

Careers Leader :   S. McIntosh

1.0 Rationale and Vision

The Co-op Academy Trust  is committed to ensuring all our students have access to high quality career related learning (CRL) opportunities throughout each stage of their development. Our CRL programmes will inspire, raise aspirations and give our students an optimistic outlook on life.

At Co-op Academy Broadhurst, the vision for the development of CRL is to provide the very best opportunities to enable  our pupils to broaden their  horizons and raise aspirations.  We want our children to see a clear link and purpose between their learning experiences and their future. Our programme promotes equality of opportunity, gives exposure to the world of work, celebrates diversity and challenges stereotypes.

1.1 We are always guided by our Coop values:

Do what matters most

What matters most is ensuring that our students achieve the best possible outcomes.

Be yourself, always

We bring our best self to work, so that we each contribute a bit of our own unique Co-op difference, and respect others for doing the same.

Show you care

We care about our Co-op, our colleagues, our members, our students, their parents and communities, now and for the future.

Succeed together

Co-operating is what makes us different; we’re better and stronger when we work together.

2.0 Intent

Our CRL program is both bespoke and unique to our academy and is reviewed on an annual basis to meet our children's needs based on internal monitoring and evaluation processes. We are committed to providing a coherently planned and sequenced programme that reflects our academy’s context and core values. Our programme is designed to entitle all children to develop their knowledge, skills, understanding and cultural capital to support them to go  on to positive destinations that meet their aspirations and interests. With this in mind we aim:-

  • To broaden children’s horizons and raise aspiration with the ultimate aim of improving social mobility
  • To support the raising of standards of achievement and attainment for all children, especially by increasing motivation, attitude to learning and attendance
  • To reinforce the importance of numeracy and literacy in later life
  • To support inclusion, challenge stereotyping and promote equality of opportunity
  • To excite and motivate children about their curriculum learning by ensuring there are strong links between education and the world of work.
  • To develop enterprise and essential life skills
  • To help children to learn about, and develop,  their skills and qualities to instil greater self confidence
  • To  tailor CRL learning / events to meet the needs of all our children through appropriate differentiation
  • To involve parents and carers whenever appropriate
  • To use  current labour market information (LMI) to enable children, staff and parents  to  engage actively with  local and national CRL information  so that they can increase their knowledge and understanding about the world of work.
  • To use all  feedback to reflect on our current provision to develop our future CRL program
  • To provide additional support to specific vulnerable groups such as SEND and pupil premium
  • To monitor and evaluate current provision in order to ensure our program  is quality assured in line with other curriculum areas  
  • To share best practice with other Co-op academies at network events to ensure reflection and development of own program 
  • To ensure each key stage get a least 1 employer encounter
  • To achieve  /maintain /  work towards a Quality in Careers award in recognition of all that our academy offers 

2.1 Learner entitlement

All children are entitled to consistent and whole school delivery of CRL to ensure they understand who they may become and develop a healthy sense of self to enable them to reach their full potential. This will include real life experiences of the workplace, physically in KS2 and virtually in EY / KS1

2.2 Planning & curriculum

Planning for CRL is included in the long term PSHE planning. Teachers are encouraged to explore links to careers through the core and non-core curriculum when possible both implicitly and explicitly. It is recognised that opportunities are often spontaneous, following the children’s learning, experiences and ideas.

2.3 Approaches to teaching and learning

The curriculum is approached in a variety of ways, using a range of teaching and learning styles. In CRL we place emphasis in active learning including the pupils in circle times, role play, research and enterprise activities. Visits, and visitors, will also form part of our CRL curriculum. Through the curriculum we will aim to give children real life, authentic experiences of the world of work.

2.4 Visitors and visits 

It is recognised that visits and visitors will form part of CRL. Our CRL leader will actively seek relevant and meaningful encounters from a wide range of sectors and providers. Please also see the Trust Health and Safety Policy regarding risk assessment for visits and our Safeguarding Policy for visitors on site.

2.5 Assembly programme

The assembly programme  for CRL is devised by our CRL lead and will support teaching in class through a range of different approaches. Our CRL lead will deliver a range of  assemblies on job opportunities within different  subjects to link learning to life.  Teachers will also deliver assemblies on different careers which will reflect the results of our aspirations survey in KS1/2. Aspirational visitors will also be included in the assembly programme. The CRL assembly programme is to be devised by the Headteacher and CRL Lead.

2.6 Parental Engagement

Parental engagement in CRL is based around raising parents’ awareness of the nature of their supportive role in their child’s future. Engaging parents is a key driver when delivering career development activities and CRL should raise aspirations for the parents and their children. We will also look for parent / extended family CRL opportunities to complement  our CRL program.

3.0 Implementation

Our program is taught via bespoke activities and events, subject curriculum and extracurricular activities, and a wide range of enrichment activities.

CRL is delivered by a range of providers such as  teachers and support staff,  FE Colleges, Universities, visiting speakers, employers and employees.  This delivery includes bespoke workshops, assemblies, project / challenge / enterprise days and  via subject curriculum.  Our staff  receive regular CPD to support them in embedding essential skills into their subject areas.  Our parents can access our academy's website which provides clear links to a range of CRL related events and information about local market information (LMI) . The CRL events / activities outlined below are all planned to take place over the year in addition to CRL in the curriculum.

Autumn Term

Year Group

Activity / event / curriculum

CDI Intended learning outcome

Benchmark

EYFS

Employer Encounters:  School crossing patrol, Hairdresser,  Dentist, Builder / Bricklayer, Chef - School Cook, Actress, School Nurse

Co-op Core Offer - Role play jobs activity

Cbeebies - What's in your bag?

https://www.bbc.co.uk/iplayer/episodes/m001l5fm/whats-in-your-bag?seriesId=m001l5fl 

https://www.bbc.co.uk/iplayer/episodes/m000scc9/whats-on-your-head 

Explore possibilities: recognising jobs that involve harvesting, making, providing a service or finding out

Manage career: enjoying work-based role-plays

3, 4, 5

4

Year 1

Aspirations discussion

Encounter with a Project Officer for Moston Brook

Explore possibilities: being able to explain their views about similarities and differences between jobs

Create opportunities: thinking about questions they would like to ask a visitor about their job

8

5

Year 2

Aspirations discussion

Visit to Chester Zoo - meet with a zoologist

Explore possibilities: being able to explain their views about similarities and differences between jobs

Create opportunities: thinking about questions they would like to ask a visitor about their job

8

5

Year 3

Aspirations Audit - Google form

School parliament elections

Physiotherapist to visit school

Explore possibilities: being able to explain what interests them about particular jobs

Manage career: making a step-by-step plan to enable them to achieve something they would like to be able to do

Explore possibilities: finding out about the qualities and skills needed to do a caring job

8

4

5

Year 4

Aspirations Audit - Google form

School parliament elections

Local MP/Councillor to talk to the class

Explore possibilities: being able to explain what interests them about particular jobs

Manage career: making a step-by-step plan to enable them to achieve something they would like to be able to do

Explore possibilities: recognising that the subjects and topics that they take further can lead to qualifications and making progress in their careers

8

4

5

Year 5

Aspirations Audit - Google form

School parliament elections

Visit to Quarry Bank Mill Museum - encounter with curator/Acting/Historian

What’s my line? GM employers carousel

Explore possibilities: being able to explain what interests them about particular jobs

Manage career: making a step-by-step plan to enable them to achieve something they would like to be able to do

Explore possibilities: being able to explain what tasks they would like and like least about particular jobs

Explore possibilities: recognising that the subjects and topics that they take further can lead to qualifications and making progress in their careers

8

4

5

2, 5

Year 6

Aspirations Audit - Google form

School parliament elections

Electrician, who owns his own company, to share career and pathways

GoIT curriculum consisting of six lessons

What’s my line? GM employers carousel

Explore possibilities: being able to explain what interests them about particular jobs

Manage career: making a step-by-step plan to enable them to achieve something they would like to be able to do

Create opportunities: explaining what they found out from a visitor about setting up their own businesses

See the big picture: exploring the benefits and possible drawbacks of scientific and technological developments that affect how people do their work

Explore possibilities: recognising that the subjects and topics that they take further can lead to qualifications and making progress in their careers

8

4

5

4

2, 5

Staff

Lead to attend CRL meeting

Staff meeting

Coffee and chat - CRL focus

Skill of the half term assemblies

Spring Term

Year Group

Activity / event / curriculum

CDI Intended learning outcome

Benchmark

EYFS

Employer encounters: Nurse

                                    Physiotherapist

                                    Fire Fighter

                                    Police Officer

See the big picture: exploring the jobs that people do to help them

Growth throughout life: being aware of people who can help them

Year 1

Co-op Core Offer - Career stereotypes

Toymaker visit

Explore possibilities: investigating similarities and differences between men’s and women’s work clothes

Create opportunities: thinking about questions they would like to ask a visitor about their job

Year 2

Co-op Core Offer - Career stereotypes

Female Firefighter to visit (links to history topic)

Explore possibilities: investigating similarities and differences between men’s and women’s work clothes

See the big picture: exploring the jobs that people do to help each other

Year 3

Co-op Core Offer - Alphabet jobs

Visit to Treak Cliff Cavern  (links to history topic)

Explore possibilities: recognising that the subjects and topics that they take further can lead to qualifications and making progress in their careers

Explore possibilities: recognising that the subjects and topics that they take further can lead to qualifications and making progress in their careers

Year 4

Co-op Core Offer - Alphabet jobs

Visit to The Royal Exchange


Chocolatier to visit (links to Geography topic)

Explore possibilities: recognising that the subjects and topics that they take further can lead to qualifications and making progress in their careers

Explore possibilities: being able to explain what interests them about particular jobs

Explore possibilities: being able to explain what tasks they would like and like least about particular jobs

Year 5

Co-op Core Offer - Career Crossover

Interview Mr Hawkins (Musician in residence)

Explore possibilities: recognising that the subjects and topics that they take further can lead to qualifications and making progress in their careers

Explore possibilities: being able to explain what tasks they would like and like least about particular jobs

Year 6

Co-op Core Offer - Career Crossover

Visit to Manchester University

Explore possibilities: recognising that the subjects and topics that they take further can lead to qualifications and making progress in their careers

Manage career: being aware that choice and opportunity make careers possible

Staff

Lead to attend CRL meeting

Staff meeting

Skill of the half term assemblies

Y6 Teacher to organise WoW Careers Week

Summer Term

Year Group

Activity / event / curriculum

CDI Intended learning outcome

Benchmark

EYFS

Employer encounters: Cabin Crew

                                    Train Driver

                                    Farmer

Explore possibilities: identifying what the clothes and equipment that people use in their jobs are for

See the big picture: exploring jobs that people do outdoors

Year 1

Co-op Core Offer - Our neighbourhood

Encounter with an NHS Worker

Explore possibilities: being able to give examples of jobs in different sectors

See the big picture: exploring the jobs that people do to help each other

Year 2

Investigate jobs in coastal towns (link to topic)

Co-op Core Offer - When I grow up

Explore possibilities: being able to give examples of jobs in different sectors

Explore possibilities: being able to explain their views about similarities and differences between jobs

Year 3

Visit to Manchester Museum

Co-op Core Offer-WoW my neighbourhood

Explore possibilities: being able to explain what interests them about particular jobs

Create opportunities: Identifying possible new jobs that might be needed in the future

Year 4

Actress (parent) to visit

Co-op Core Offer-WoW my neighbourhood

Explore possibilities: being able to explain what interests them about particular jobs

Create opportunities: Identifying possible new jobs that might be needed in the future

Year 5

Visit Connell College

Careers Week

Manage career: being aware that choice and opportunity make careers possible

See the big picture: exploring jobs and ways of working that help to protect the environment

Year 6

World of Work Week

Workplace visit

Y6 CRL exit evaluation

Create opportunities: being able to take on different work-related roles in group play or teamwork, including as leader when required

Growth throughout life: being willing to take on challenges that help them to grow

Create opportunities: exploring how people relate to each other in work settings

Manage career: being aware that choice and opportunity make careers possible

Staff

Plan and deliver the Skills Builder Challenge Day

Deliver Careers Week activities

CRL lead to attend CRL conference day

Skill of the half term assemblies

Growth throughout life:

KS1 - being willing to challenge themselves

KS2 - being willing to take on challenges that help them to grow

Possible events

  • Visits to Universities   (BM1,7)
  • Visits to FE College   (BM1,7)
  • Visits / trips (remember all visits are to someone's place of work)  (BM1,2,3,5,6)
  • Co-op core offer (BM1,2,3,4,5,6)
  • PSHCE CRL element of SoL (BM1,2,3,4,5,7)
  • Career sector insight assemblies  (BM1,2,3,5,7)
  • Challenge / enrichment days or week (BM1,2,3,4,5,6,7)
  • Aspiration audit  (BM1,3,8)
  • External providers such as Primary Futures  i.e Enterprise activities / assemblies  (BM1,2,3,4,5)
  • Workplace visits (BM1,2,3,4,5,6) 
  • Curriculum links to employers (BM1,2,3,4,5,6,)
  • STEM activities (BM1,2,3,4,5,6)
  • Staff LMI  CPD (BM1,2,3,4,8)
  • Curriculum mapping (BM1,2,3,4,5,6,7,8)
  • Skills builder resources / development (BM1,3,4,8)

Staff

  • Annual update on LMI (BM1,3)
  • Directed time to develop CRL in the curriculum (BM1,4,8) 
  • PSHE curriculum review (BM1,4,8)
  • External CRL CPD ie visiting a local subject related business (BM1,2,4,5,6)

4.0 Impact 

Measuring the impact of our  CRL programme  supports us  to develop  it on a termly /  annual basis and to know that we are making a positive and empowering difference. We value  quantitative and qualitative feedback from all stakeholders and ensure our evaluations lead to change / amendments in our future planning. We undertake internal and external quality assurance to ensure our intent and implementation  is in-line with our expectations. Our CRL program aims to demonstrate the following impact:

  • Raise in aspirations (aspiration data)
  • Increased understanding of stereotypical jobs (google forms)
  • Feedback and evaluation for all events, both quantitative and qualitative
  • Increase in attendance / reduction in PA over time
  • Reduction in behaviour incidents including Ftex / Pex over time
  • Increase in progress  / attainment over time
  • Progress and achievement data over time with reference to vulnerable groups i.e SEND
  • Development of employability skills after key events
  • Range of employer engagement increasing

5.0 Useful websites

5.1 For staff

https://www.firstcareers.co.uk/

Offers guidance to primary and secondary school students in making decisions about future careers and professions).

https://primary-careers.careersandenterprise.co.uk/

Special section dedicated to primary resources / best practice

https://www.stem.org.uk/system/files/elibrary-resources/2017/04/STEM%20PRIMARY%2006%20WEBRES%20%28online%20version%29.pdf

Information on STEM related careers for primary age students

https://www.twinkl.co.uk/resources/ks2-pshe/living-in-the-wider-world-pshce-subjects-key-stage-2/ks2-the-world-of-work

The world of work resources and activities for KS2

https://www.bbc.co.uk/teach/class-clips-video/pshe-ks1-ks2-what-is-my-job/zrdkt39

PSHE KS1 / KS2: What's my job?

https://www.pshe-association.org.uk/curriculum-and-resources/resources/loud-network-ks2-lessons-%E2%80%98job-skills-influencesLOUD! Network KS2 lessons: ‘Job skills, influences and goals’

https://www.nurseryworld.co.uk/features/article/eyfs-activities-essential-experiences-learning-about-jobs

EYFS Activities: Essential experiences… Learning about jobs

https://primaryfutures.org/career-related-primary/ 

Resources for primary staff to deliver engaging career-related learning for their pupils, with tools, information and resources available including a self-assessment quiz for schools and examples of innovative practice

https://www.myworldofwork.co.uk/partner-resources

Career resources that work in the classroom. These are designed to support young people at different stages, from primary five through secondary and beyond.

https://www.skillsbuilder.org/homelearning

Everyone needs eight essential skills to succeed - whatever their path in life. Skills builder provides a range of resources for building these skills in a home setting - all underpinned by the Skills Builder Framework. Resources are available for learners aged 4 to 20+.

5.2 Research

https://www.educationandemployers.org/wp-content/uploads/2018/01/DrawingTheFuture.pdf

Exploring the career aspirations of primary school children from around the world

https://www.careersandenterprise.co.uk/sites/default/files/uploaded/1145_what_works_primary_v7_digital.pdf

What works? Career-related learning in primary schools

https://www.thecdi.net/New-Career-Development-Framework 

Framework for implementing CRL

5.3 Careers Games

 https://panjango.com/pages/panjango-online  (KS2)

 https://icould.com/buzz-quiz/    (KS2)

Which Animal Are You? In under five minutes, discover:  your strengths and what makes you tick  / what you're like as a boyfriend or girlfriend /  which celebrities share your personality type. There are 16 possible results, each connected to an animal

5.4 Labour Market Information (LMI)

https://www.lmiforall.org.uk/

Leeds

https://www.the-lep.com/research-and-publications/research-publications-archive/leeds-city-region-labour-market-information-report-20182019/

Futuregoals.co.uk

Provide career inspiration to help you make that important next step to reach your FutureGoals. Creative Industries, Digital, Manufacturing and Engineering, Construction, Professional services and Health and Social Care are all key sectors for Leeds City Region. https://futuregoals.co.uk/careerstarters/ Our way of living has changed quite a lot recently. Now, more than ever, it’s really important to keep our brains active and challenged. Without the daily structures that we’re used to, self-motivation is a really vital skill that we need to nurture and develop.

www.futuregoals.co.uk/remote

FutureGoals Remote tests your communication and planning skills, it develops your creative thinking and challenges you to think outside of the box. You will tackle activities that help you to problem solve, become innovative and step into a range of different career sectors. These resources have been designed to help you learn skills that local employers are looking for such as; communication, planning and research, problem solving, creativity, organisation and self-reflection FutureGoals Remote resources - “Create it!” -

Manchester

https://bridgegm.co.uk/labour-market-information

Stoke

https://lhs.ttlt.org.uk/wp-content/uploads/sites/9/2019/07/Stoke-on-Trent-and-StaffordshireApril-2019-LMI-Report.pdf 

5.5 Parents

https://targetcareers.co.uk/parents-and-teachers

https://careerready.org.uk/parents

https://www.careeralchemy.co.uk/choosing-career-paths.html