Gatsby career benchmarks for secondary schools

1.      A stable careers programme

Every school and college should have an embedded programme

of career education and guidance that is known and understood

by pupils, parents, teachers, governors, and employers.

2.      Learning from career and labour market information

Every pupil, and their parents, should have access to good

quality information about future study options and labour market

opportunities. They will need the support of an informed adviser

to make the best use of available information.

3.      Addressing the needs of each pupil

Pupils have different career guidance needs at different

stages. Opportunities for advice and support need to be tailored

to the needs of each pupil. A school's careers programme

should embed equality and diversity considerations throughout.

4.      Linking curriculum learning to careers

All teachers should link curriculum learning with careers.

STEM subject teachers should highlight the relevance of STEM

subjects for a wide range of future career paths.

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 activities including visiting speakers, mentoring

and enterprise schemes.

6.      Experiences of workplaces

Every pupil should have first-hand experiences of the

workplace through work visits, work shadowing and/or work

experience to help their exploration of career opportunities,

and expand their networks.

7.      Encounters with further and higher education

All pupils should understand the full range of learning

opportunities that are available to them. This includes

both academic and vocational routes and learning in schools,

colleges, universities and in the workplace.

8.      Personal guidance

Every pupil should have opportunities for guidance interviews

with a careers adviser, who could be internal (a member of school

staff) or external, provided they are trained to an appropriate

level. These should be available whenever significant study or

career choices are being made. They should be expected for all

pupils but should be timed to meet their individual needs.