WHY THE GATSBY BENCHMARKS ARE IMPORTANT
The Gatsby Benchmarks have a key role in:
- raising young people's aspirations and promoting access to all career pathways
- enabling all young people to develop the skills and outlook they need to achieve career well-being, including adaptability and resilience
- Underpinning the Department for Education guidance to schools on meeting their statutory responsibility for careers guidance.
|1. 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
|2. Every pupil , and their parents, should have access to good-
quality information about study options and labour market
opportunities. They will need the support of an informed adviser
to make best use of available information.
|3. 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. All teachers should link curriculum learning with careers. For
example, STEM subject teacher should highlight the relevance of
STEM subjects for a wide range of future career paths
| 5. 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. Every pupil should have first-hand experiences of the
workplace through visits, work shadowing and /or work
experience to help their exploration of career
opportunities, and expand their networks.
| 7. 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. 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.