Gatsby Benchmarks
After much research and consulation the Gatsby Institute have formulated a set of 8 benchmarks by which a school's careers education can be assessed. The government wants all schools to acheive all 8 benchmarks by 2020 and our wide range of services will help you to reach this target - just get in touch here, we would love to get involved.
1: A Stable Careers Programme
Every school and college should have an embedded programme of careers education and guidance that is known and understood by pupils, parents and carers, staff, governors, employers, and other agencies.
2: Learning from career and labour market information
All pupils, parents and carers, teachers and staff who support pupils should have access to good-quality, up-to-date information about future pathways, study options and labour market opportunities. Young people with special educational needs and disabilities (SEND) and their parents and carers may require different or additional information. All pupils will need the support of an informed adviser to make the best use of available information.
See Personal Careers Guidance
3: Addressing the needs of each pupil
Pupils have different careers guidance needs at different stages. Careers programmes should help pupils navigate their concerns about any barriers to career progression. In addition, opportunities should be tailored to the needs of each pupil, including any additional needs of vulnerable and disadvantaged pupils, young people with SEND and those who are absent.
See Personal Careers Guidance, Enterprise Challenge, Practice Interviews
4: Linking curriculum learning to careers
As part of the school’s programme of careers education, all teachers should link curriculum learning with careers. Subject teachers should highlight the progression routes for their subject and the relevance of the knowledge and skills developed in their subject for a wide range of career pathways.
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, and could include pupils’ own part-time employment where it exists.
See Work Experience, Enterprise Challenge, Practice Interviews, Skills Challenge, Careers Networking
6: Experiences of workplaces
Every learner should have first-hand experiences of workplaces to help their exploration of career opportunities and expand their networks.
See Work Experience
7: Encounters with further and higher education
All pupils should understand the full range of learning opportunities that are available to them, including academic, technical and vocational routes. This should incorporate learning in schools, colleges, independent training providers (ITPs), universities and in the workplace.
See Careers Fair, Practice Interviews
8: Personal guidance
Every pupil should have opportunities for guidance meetings with a careers adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These meetings should be available for all pupils whenever significant study or career choices are being made. They should be expected for all pupils but should be scheduled to meet their individual needs. The careers leader should work closely with the careers adviser, SEND coordinator and other key staff to ensure personal guidance is effective and embedded in the careers programme.
See Personal Careers Guidance
