📐 Lesson Plan — For Teacher Reference
Learning Objectives: Students will (1) understand what the 8 Gatsby Benchmarks are and why they matter; (2) be able to give a plain-English example of each benchmark; (3) reflect on their own careers education journey so far.
0–10 min
Starter — "What is Careers Education?"
Ask students: "Write down 3 things you think careers education means." Take a few answers, then reveal: careers education is not just about getting a job — it's about understanding yourself, exploring options, and making good decisions. Introduce the Gatsby Benchmarks as the national framework that schools must follow.
10–30 min
Main Teaching — The 8 Gatsby Benchmarks
Work through each benchmark using the cards below. For each one: read the plain-English description, give the example, and ask students to think of one more example from their own school or life. Students fill in the GB Cards section on their worksheet.
30–50 min
Activity — Scenario Matching
Students read the 8 scenarios in the matching activity and write which Gatsby Benchmark (1–8) each scenario corresponds to. Allow 5 minutes independently, then discuss as a class. Emphasise that some activities can cover multiple benchmarks.
50–60 min
Plenary — Exit Ticket
Students complete the exit ticket at the bottom of their worksheet. Collect in for teacher to assess prior knowledge and misconceptions before next lesson. Teacher notes: Praise students who link benchmarks to real-life examples. Address the misconception that careers education is just for Year 11 — it starts from Year 7!
The Gatsby Benchmarks are 8 standards that every secondary school in England must meet to provide good careers education. They were created by the Gatsby Charitable Foundation in 2014.
1A Stable Careers Programme
Every school should have a planned, well-structured careers programme — not just one-off events.
Example: Your school has a careers curriculum from Y7–Y11 with lessons, activities and guidance sessions.
2Learning from Labour Market Information
Students should understand the world of work — which jobs exist, where, and what they pay.
Example: Researching whether there are lots of engineering jobs in your local area and what they pay.
3Addressing the Needs of Each Student
Careers guidance should be personalised — not the same for everyone. Different students have different needs.
Example: A student who struggles with exams is shown apprenticeship routes, not just university options.
4Linking Curriculum to Careers
Every subject teacher should show students how their subject connects to real careers.
Example: Your Maths teacher explains how engineers, architects and data scientists use algebra every day.
5Encounters with Employers and Employees
Students should meet real professionals and employers — not just read about them in books.
Example: A nurse, solicitor and entrepreneur each visit school to talk about their careers.
6Experiences of Workplaces
Students should have real experiences in workplaces — like work experience placements or site visits.
Example: Year 10 students spend a week on a work experience placement with a local employer.
7Encounters with Further and Higher Education
Students should learn about all the options after school: college, sixth form, university, apprenticeships.
Example: A university student and an apprentice both come to speak to Year 11 about their routes.
8Personal Guidance
Every student should have at least one 1:1 guidance session with a qualified careers adviser.
Example: Your school careers counsellor meets with every Year 11 student individually before options evening.
🔗 Matching Activity — Which Gatsby Benchmark is this? (Write the number)
A
Maya's science teacher tells the class that pharmaceutical researchers use the chemistry they're learning right now. GB:
B
Jayden has a one-to-one meeting with the school's careers adviser who helps him think about whether to apply for a T-Level or an apprenticeship. GB:
C
Aisha's school has planned careers lessons every half-term from Year 7 through to Year 11. GB:
D
The whole of Year 9 visits a local construction site to see how buildings are designed and built. GB:
E
Students research how many nurses are employed in their region and whether that number is growing. GB:
F
A university open day presenter and an apprentice both visit school on the same day to present to Year 11. GB:
G
A local accountant visits school to tell students what her job is really like and answer their questions. GB:
H
A student who is a carer at home is given tailored guidance that considers her specific personal circumstances. GB:
🎟️ Exit Ticket — Answer Before You Leave!
1. Name 2 Gatsby Benchmarks and explain each one in your own words:
2. Which Gatsby Benchmark do you think is most important? Why?
3. Which Gatsby Benchmarks have you already experienced at this school?