Linking Curriculum to Careers – The Misbourne School
November 11, 2025
As part of the Teacher Encounter Project, Misbourne School participated in two insightful sessions hosted by employer Capgemini, designed to enrich curriculum delivery and strengthen links between education and industry.
The first visit to Capgemini was a fact-finding session attended by teachers from a range of subject areas. This was particularly valuable for those who had limited experience in corporate environments or had been out of industry for some time. Teachers heard directly from Capgemini apprentices about their roles, the recruitment process, and the different career pathways open to students. These insights helped teachers consider how their teaching relates to the tech industry and enabled them to more effectively support students in their consideration of technical routes such as apprenticeships.
The second visit consisted of a practical session involving simulations based on real Capgemini projects. This experience led to teachers being able to incorporate what they had learnt directly into new lesson plans. For example, Business teachers have incorporated current industry terminology, while History teachers are now drawing clearer connections between classroom skills and the tech workplace – particularly inspired by a Capgemini employee who graduated with a History degree.
This employer encounter has been truly impactful for staff and their ability to link curriculum content with real-world careers. Capgemini is just one of the employers we have engaged with – we have had great experiences with other employers such as Coca-Cola, Silverstone and the NHS to name but a few.
To find out more about the Teacher Encounters Programme click here.
Quote:
“Teaching isn’t just about getting good grades – it’s important to make connections between the curriculum and careers. If we don’t have an idea of what’s on the other side of exams, how can we expect our students to know what to strive for?”
Helen Hill, Careers Leader, Misbourne School.
