Gatsby Benchmark 6

Careers Leaders:

Getting started with BM6

• Be clear about priority careers knowledge, understanding and application based on student needs and school priorities. Use this to shape and communicate planned intent for all experiences of the workplace.
• Gatsby Benchmark 6 describes experiences of workplaces as: “work visits, work shadowing and/or work experience”. It is important to approach this Benchmark with the understanding that work experience is not synonymous with experiences of the workplace. Remember that there is no blue print for age/key stage and format for experiences of the workplace. They should be planned for impact and implemented around what students need to know, understand and be able to do linked to a high level aim for the experience.
• Use the BM6 Careers Leader Guide to set learning aims and outcomes for experiences of work and reflect on most appropriate implementation type and time for your students based on their needs and aligned to school priorities.
• For further resources check out this page Reimagining Experiences of the Workplace.

Careers in Context: Can Do Approaches

Experiences of workplaces allow students to have first-hand experiences of the workplace through online or face to face work visits, work shadowing and/or work experience to help their exploration of career opportunities, and to expand networks. Experiences of the workplace could and should reflect the fastchanging nature of work, including remote working. The Gatsby Benchmarks hold the same level of relevance in an online world and continue to work as a framework for quality careers guidance. All experiences of workplaces should sit within a progressive careers programme that have clear learning outcomes and that supports positive student outcomes.

To include an activity under Benchmark 6, it must meet the following minimum requirements:

• Learning outcomes are defined, based on the age and needs of students
• Student meets a range of people from the workplace
• There is extensive two-way interaction between the student and employees
• Student must perform a task or produce a piece of work relevant to that workplace and receive feedback on it from the employer.

Opportunity:

• The current context allows us to re-evaluate and take a fresh look at the aims and value of experiences of work.
• Consider school/college priorities and key learning outcomes to shape the aims, content and format of any experiences of work.
• Schools, special schools and colleges were already exploring innovative alternatives to the traditional model of 1- or 2-week placements, including blended approaches.
• Experiences and encounters can also teach young people about digital skills, teamwork and communication in an online environment which has increasing relevance for workplaces.

How:

1. Identify relevant learning outcomes and aims for any experience of work and consider opportunities for implementation to deliver in those learning outcomes.

2. Consider how learning at school/home can be blended with structured experiences of work (online or face to face) to ensure that students access meaningful experiences of the workplace.

3. Whether face-to-face or online, work with employer partners to incorporate skills development that is up-to-date and relevant to the fast-changing world of work.

4. Consider developing workplace skills such as joining online meetings, independent working (e.g. research) and online professional etiquette to meet the changing requirements of the workplace.

Education Leaders and Governors:

Education Leaders and Governors: For further information on each Benchmark, to support you in your role, please see the Education Leader, Secondary and College Governor Guides.