The Gatsby Benchmarks were developed by a commission in 2013 to ascertain what could be done to improve career guidance in England. As a result of this commission, a set of 8 benchmarks were identified to give schools a framework to improve their careers provision.
The Gatsby benchmarks are:
- A stable careers programme
- Learning from career and labour market information
- Addressing the needs of each pupil
- Linking curriculum learning to careers
- Encounters with employers and employees
- Experiences of workplaces
- Encounters with further and higher education
- Personal guidance
Using these with other tools such as the Compass Benchmark tool (self-evaluation framework) it is possible for organisations to audit their CEIAG provision to show areas of strength and areas for development. Data produced by schools (for example destination data) is a government requirement and school requirements to show this, have meant that there is a stronger need for schools to demonstrate a positive approach to CEIAG.
The framework breaks down into specific components of each benchmark and is supported with suggested evidence, case studies, career-related activities, and a number of other support mechanisms that can be used in a variety of settings (for example mainstream school or SEND).
The benchmarks have an overarching role in that they look to raise aspirations and promote access to all career pathways, thus supporting all young people to develop the skills, knowledge, and understanding they need to achieve career well-being and resilience.
|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|
|How can we help you achieve this through completing the level 6 qualification with us?||Each of the 7 mandatory units will support you to achieve this.
Understanding the Benchmarks, the role of the stakeholders, what is involved with career guidance, being reflective within your practice, understanding the support we can give, agreeing action plans, evaluating, understanding the pathways forward and the many other sources of support we can access will support you with embedding a suitable programme of delivery.
Having a careers programme gives teachers, facilitators, parents and students the opportunity to find out what the organisation is doing in relation to careers education and makes them more accountable than in previous years.
By completing this qualification with us you will have information on how to develop and agree a range of options and elements on delivering good practice to support your clients.
|2. LEARNING FROM 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.|
|How can we help you achieve this through completing the level 6 qualification with us?||Understanding what Labour Market Information is in unit 4, looking at the trends of Labour Market Information and the importance of this as well as where you can source this and other career related information in unit 6, with further opportunities in unit 15 to develop these skills if chosen as an optional unit.
Understanding where this information can be found is crucial in our delivery, to enable a range of formats to be identified, delivered and researched to enable an empowered choice of options to all of your clients.
Having identified sources of information, which you can share with your clients together with your guidance it will empower them to achieve this benchmark
|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.|
|How can we help you achieve this through completing the level 6 qualification with us.||Units 4. 5 and 6 together with the optional units you choose will naturally support you to introduce career guidance to your clients, identify the stage they are currently at and the support they require to address individual needs.
The importance of one-to-one interviews at regular intervals, how to develop your interview techniques to ensure equality and diversity is met at all times.
With the achievement of these units, you will be able to develop/improve a careers programme that raises the aspirations of all students and challenges stereotypical thinking, and differentiation will naturally address the needs of all of your clients.
|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.|
|How can we help you achieve this through completing the level 6 qualification with us?||It is important to discourage stereotyping and give support in overcoming some of the barriers some of our client’s face.
Supporting clients to see the relevance of career learning is important at all times.
|5. ENCOUNTERS WITH EMPLOERS 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|
|How can we help you achieve this through completing the level 6 qualification with us?||Unit 7 will promote your understanding of this, looking at working with other agencies, exploring ways this can be achieved.
An understanding of how you can work with other agencies can give your clients more depth and understanding of the opportunities out there in a real-life context, arranging talks or events will help you meet the criteria for this unit.
Increasing the number of encounters with employers and your network bank is important at all times. There is an assignment that will support you in initiating this.
|6. EXPERIENCE 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|
|How can we help you achieve this through completing the level 6 qualification with us?||Again unit 7 will support you with this benchmark.
Looking at recognising changes such as virtual workshops and work experiences, using social media and maximising all opportunities.
Experience of the workplace is something which should be embedded even if it is virtual.
|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.|
|How can we help you achieve this through completing the level 6 qualification with us?||Looking at the different pathways that can be considered in unit 4, identifying the different sources of information in unit 6 where opportunities can be identified through research and other sources of career information.|
|8. PERSONAL GUIDANCE||Every pupil should have opportunities for guidance interviews with a career 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.|
|How can we help you achieve this through completing the level 6 qualification with us?||By completing this qualification with us, you will be fully qualified and have gained the knowledge to support your clients to meet this benchmark.|