Gatsby Benchmark 4 finally becomes careers in the Curriculum

And a bit about Gatsby Benchmark 5 too

I’ve never been one to do things in the normal way, working my way through the key points of changes and tweaks in the statutory guidance backwards, is just a me thing that felt right, sorry if it’s messing with your head. Today I’m looking in depth at Gatsby 4 and just a light touch on Gatsby 5 as there isn’t much of a change there and the majority of thee key info about what a meaningful experience is has already been covered in my previous blog on GB 6 and 7.

Fadel Framework for 21st C Learning

Those of you that have followed me for a long time, will know one of my bugbears with Compass when it first came out was that it only asked if you linked Maths, English, Science and PSHE to careers learning. Well May 2025 was the time that linking curriculum learning to careers came of age. My cup runneth over and I can die a happy RCDP. What has triggered this joy?

As part of the institution’s programme of careers education, all teachers and subject staff should link curriculum learning with careers, even on courses which are not specifically occupation led.

Subject teachers and staff should highlight the progression routes for their subject and the relevance of theknowledge and skills developed in their subject for a wide range of career pathways and future career paths.

For schools: every year, in every subject, every pupil should have opportunities to learn how the knowledge and skills developed in that subject helps people to gain entry to, and be more effective workers within, a wide range of careers.

For colleges and ITPs: throughout their programme of study (and by the end of their course) every learner should have opportunities to experience how knowledge and skills developed in their subjects help peoplegain entry to, and be more effective workers within, a wide range of occupations.

Careers should form part of the institution’s ongoing staff development programme for teachers, subject staff and all staff who support learners.

The guidance then goes on to reference the ongoing curriculum and assessment review by Prof Becky Francis which is in part, tasked with ensuring “meaningful, rigorous and high-value pathways” and “equipping children and young people with the essential knowledge and skills that will enable them to adapt and thrive in the world and workplace of the future” Simple huh?

So what does this mean for careers leaders and SLT

As I mentioned in my overview blog, SLT and Governors are expected to be cross-institutional approach is encouraged with collaboration between careers leaders and curriculum leads.

• SLT are expected to support their careers team, especially their careers leader and invest in personal guidance provided by a qualified careers adviser

• The governing body should provide clear advice and guidance to the school or college leader on which they can base a strategic careers plan which meets the legal or contractual requirements of the school or college.

• The governing body must make sure that independent careers guidance is provided to all learners throughout their secondary education and learners aged up to 25 with an EHCP

• The governing body should support and approve the PAL statement

• Careers should form part of the organisations staff development programme for teachers, subject staff and all staff that support learners.

Lets look at what that means for teachers and heads of department

• There is a clear directive tha careers education should be embedded within the curriculum across all subjects.

• Teachers should connect subject content to real-world careers and labour market relevance.

• Subject teachers are expected to draw on their own industry experience, promote further study and careers linked to their discipline and use examples of alumni and employers to illustrate relevance.

• Make use of external resources and employer input in lessons.

• For secondary schools:

  • By age 14, every pupil should have explored how subjects connect to different careers.

• For colleges and ITPs:

  • Careers learning must be tailored and embedded throughout curriculum areas.

So what support will teachers have access to?

Schools should build in careers learning CPD in the most effective form for example whole staff meetings, departmental CPD and bespoke training. However, it’s up to the school to decide how this will be achieved.

There are useful CPD units on the Careers and Enterprise Company’s (CEC) Careers Academy website broken down into various cohorts such as Careers leaders, Education leaders and governors and wider school staff. This should make it easier to plan CPD for schools.

My Learning My Future resources, again from the CEC are available for over 20 subject areas in KS3 & 4

Arts are also highlighted in contrast to the previous government’s focus on key information and facts. and the Artsmark programme and it’s Careers and Employability Toolkit and the industry led Discover Creative Careers. Note there is a creative careers week in November

Discrete Career Learning

Not all careers learning needs to be integrated into subject areas and of course career learning can be delivered as a discrete topic, often as part of PSHE and/or Citizenship under topics such as financial education and society and democracy etc.

This is not in the statutory guidance

However, it can be very useful to employ a careers learning logo wherever careers learning is included, this will help learners identify learning that will support them in the development of their career management skills. It will also provide support for when Ofsted come knocking and they ask learners what careers learning they have encountered.

Gatsby Benchmark 5 Encounters with Employers & Employees

health professional talking to a teenage classroom

I did toy with putting 5, 6 and 7 into one blog but it would have become too complex and wordy so please excuse the odd juxtaposition of 4 & 5 as one blog. As I said earlier, I’m a bit odd in the way that I think! The key overview comes down to this:-

Every learner 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 learners’ own part-time employment where it exists (part-time work can contribute to benchmark 5 but should not replace the need for other meaningful employer encounters).

For schools: every year, from the age of 11, pupils should participate in at least one meaningful encounter with an employer.

For colleges and ITPs: every year, alongside their programme of study, learners should participate in at least 2 meaningful encounters with an employer. At least one should be delivered through their curriculum area.

Gatsby 5 has been tailored to fit into the Government’s modern skills strategy. Whilst employer encounters are intended to facilitate learners meeting “a variety of employers, employees and the self employed” it also singles out the following ‘priority sectors’ for schools to focus upon:-

• advanced manufacturing

• clean energy industries

• creative industries

• defence

• digital and technologies

• financial services

• life sciences

• professional and business services

What is an encounter?

A list of ideas is included but it should be understood that this list is not exhaustive and that other forms of encounter are just as valid.

• alumni activity

• business games and enterprise competitions

• careers fairs

• employer encounters with parents

• employers co-leading activities as part of curriculum lessons, assemblies or form time

• employees mentoring young people

• employer talks

• mock interviews

• employer workshops covering topics such as CV writing, recruitment processes or work simulations

• mock assessment centres

• speed networking or careers carousels

All encounters must be “meaningful”

• have a clear purpose, which is shared with the employer and young person

• be underpinned by learning outcomes that are appropriate to the needs of the young person

• have opportunities for two-way interactions between the young person and the employer

• be followed by time for the young person to reflect on the insights, knowledge or skills gained through the encounter

Support available

Very few resources are mentioned in the guidance. Careers Hubs and the CEC enterprise advisers along with the Jobcentre plus Support for Schools programme are the only 2 mentioned.

I’d add to that :-

• Speakers for Schools

• Local business organisations

• Occupational organisations or professional associations such as the law society or the Royal Geographical Society. Hint they often have resources for teachers included on their websites, so that kind of links me back in a circle to Gatsby Benchmark 4!

Watch out for the next blog in the series… Coming soon

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