“For I know the plans I have for you”, declares the Lord, “plans to prosper you, plans to give you hope and a future.”
Jeremiah 29:11
Teacher Information
Careers in the Curriculum
The careers curriculum can be taught ‘as a subject’ and ‘through other subjects’ to promote the career learning, development and wellbeing of students. Careers in the whole curriculum can be ‘embedded in subject learning’ and delivered ‘through co-curricular activities’ to promote subject learning and the overall personal and social development and wellbeing of students.
Career learning delivered as a subject
In this approach careers content is delivered as a discrete curriculum, e.g. in careers education or as part of PSHE. It is allocated time in the timetable and facilitated through a range of activities by teachers, careers professionals, teaching support staff and other external partners, e.g. employers and further and higher education providers. In some cases, learning is assessed and accredited.
Career learning delivered through other subjects
In this approach careers content is delivered through subjects, e.g. personal financial planning skills taught in maths, self-presentation skills taught in English. Ideally this approach both provides career learning and enhances the subject learning, e.g. by showing how a mathematical technique is used in the real world.
Career learning delivered through co-curricular activities
In this approach careers content is delivered through informal and voluntary learning activities which have a strong connection to the curriculum. Many schools organise after-school clubs, cultural events and residential activities which provide opportunities to complement formal careers in the curriculum provision, e.g. STEM clubs to build on students’ interest in science, technology, engineering and maths. In practice, schools do not maintain rigid distinctions between each of these approaches and often blend them together.
Dates for Teacher Diaries
Please see Careers Programme and Careers Events pages.
What are the Gatsby Benchmarks?
The Gatsby Benchmarks are referred to everywhere in the careers world, but what are they, where have they come from and what do they mean?
The Gatsby Benchmarks originated in a research report (Good Career Guidance) from the Gatsby Foundation in 2013. The report was commissioned by Lord Sainsbury and Sir John Holman was appointed to lead a research team to focus on international evidence for ‘what works’ in career development. The research provides a comprehensive study of career development exploring key elements of good career development.
The report found 8 benchmarks of best practice, which are now more commonly known as ‘The Gatsby Benchmarks’. They are:
1. A stable careers programme
Every school 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.
3. Addressing the needs of each young person
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.
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.
6. Experiences of workplaces
Every learner should have first-hand experiences of workplaces 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, including academic, technical and vocational routes. This should incorporate learning in schools, colleges, independent training providers (ITPs), universities and in the workplace.
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.
Send us your feedback
As teachers and therefore stakeholders in our Careers Education Provision the Careers Department value your feedback and input. If you have any comments or innovative ideas for our future careers programme we would appreciate your participation.