how to implement the gatsby Benchmarks in your department 

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 and employers.

What does this look like:

• The career programme evolves through repeated discussions between careers team, teachers, PMs and students with additional input from employers and parents.

• Maintain the quality of the careers programme by ensuring continuous improvement and consistency through embedding careers in to lessons, schemes of work and extracurricular activities.

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 best use of available information.

What does this look like:

• In the classroom challenge traditional thinking when it comes to career choices and pathways.

• Use employer encounters, information and posters to overcome stereotypes.

• Signpost students so they can explore labour market information (LMI) - more than happy to go through this at some point for your team. In the meantime a short definition of LMI can be found at the end of this document.

What is labour market information (LMI)?

LMI effectively describes the world of work – ranging from descriptions of different careers, their entry routes, promotional prospects, salaries paid, skills and qualifications needed, etc.  It can be looked at locally and nationally.  

Why is it important?

It allows staff and students to identify sector growths either locally or nationally which can help inform career decisions now and into the future. For example, you would have noticed Blackpool is going through some regeneration.  The area has therefore had a growth in the construction sector - meaning more jobs and opportunities in and around this.  

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.

What does this look like:

• Have an awareness of your students’ career intentions and progress plans.

• Review the learning goals, mindsets and skills your students need for progression.

• Share information about activities that have taken place in a timely manner, providing all necessary details so that it can be added to the students record. Add to Cedar or have the student update their own ILP.

4. Linking curriculum learning to careers

All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.

What does this look like:

• Humanise and contextualise course content i.e. highlight the practical applications of what learners are doing for their future careers and everyday life.  This could be explaining how different modules are important for securing employment for example, how legislation impacts on jobs or highlight the importance of maintaining good working patterns and the importance of meeting deadlines in relation to employment.

• Inviting employers in to talk with students who share similar interests or link to the taught lessons at that time. 

• Use plenaries to assess students' understanding of careers and careers planning when appropriate.

• Record when this happens in schemes of work so it is easier to repeat in the following years.

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.

What does this look like:

• Encounters with employers and employees can be face to face or online (skype) or both.

• At appropriate times invite an employer(s) to give workshops/talks/advice on their chosen career path ensuring it is relevant for the students. 

• Be aware that the post-16 study programme should include structured work experience (in its broadest sense), volunteering and personal development.

• Gather feedback from the students after each encounter to improve the programme.

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.

*this is in addition to any part-time paid work

What does this look like:

• Identify if there is an opportunity in the scheme of work to take classes to visit appropriate work places.

• Consider whether your network of family, friends and acquaintances would be willing to provide opportunities for shadowing. 

• Utilise some study days to arrange volunteering or community activities for all the students.  Volunteering and community activities can help to develop various skills that can be used in future employment. It also promotes kindness and resilience (think British Values - two birds, one stone!) 

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.

What does this look like:

• Trips to universities, talks from companies who do higher and degree apprenticeships, taster days, careers workshops, open days and parents evenings.

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.

What does this look like:

• Identify any student who may need more specific advice and guidance to enable them to develop a career plan - these tend to be students who are unsure of their future careers and/or are confused about what type of career they could do and how to get there. 

• Be able to signpost a Careers Advisors (qualified to level 6).  They can be found in the Futures offices at the back of the FYi, or students can book their own appointment by going to the college website, go to ‘courses/enrichment’, then ‘careers’, then scroll down to a rather large ‘click here’ button to make an appointment.