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Careers Programme

Every school should have their own careers programme in place which meets the requirements of the other seven Benchmarks, showing how they come together into a coherent strategy that is embedded in school structures.

Features of a high quality careers programme
  • A wide variety of Careers learning opportunities should be embedded in the curriculum and culture of the school for each year group
  • Careers learning should be in a careers education programme within a course such as PSHE or Personal Development and also in core and optional subjects
  • Mapping of the coverage against the Gatsby Benchmark
  • The core entitlement for all students is identified and additional activities for targeted groups e.g University visits for students whose parents and siblings have not experienced higher education.
  • The programme is progressive with the skills developed and knowledge acquired by each year group building on activities completed in previous years.

The voluntary Careers Development Institute’s ‘Framework for Careers, Employability and Enterprise Education’ identifies key stage learning outcomes for learners across 17 important areas of careers, employability and enterprise education grouped under three headings:

  • Developing yourself through careers, employability and enterprise education
  • Learning about careers and the world of work
  • Developing your career management, employability and enterprise skills
Career learning activities
  • Tutor time activities
  • Careers events
  • Speed networking
  • Sector tasters during drop down days


  • Work experience placements
  • Work visits
  • Work shadowing
  • Competitions
What is the definition of allocated resources?

Allocated resources will include the Careers Leaders time, time allocated to teaching staff for delivery, support staff as well as budget allocated to the careers programme.