High-quality careers education is a whole-academy responsibility. Every member of staff has a role in helping scholars understand how their learning connects to future education, training, and employment.

Castle Mead Academy’s careers programme is structured around the eight updated Gatsby Benchmarks for Good Career Guidance:

In June 2026, Castle Mead Academy achieved all eight Gatsby Benchmarks through its Compass+ evaluation. We remain committed to continuously reviewing and improving our provision so that every scholar receives high-quality, inclusive, and impartial careers guidance.

Gatsby Benchmark 4 focuses specifically on linking curriculum learning to careers. Every year, in every subject, scholars should have opportunities to understand:

• how the knowledge and skills developed through the subject are used in the workplace.
• the range of careers and sectors connected to the subject.
• the different education, training, and qualification routes available.
• how subject learning can help people enter and succeed in a wide range of careers; and
• how transferable and essential skills developed through the curriculum support future success.

These links should be relevant and meaningful rather than limited to one-off activities. Staff should challenge stereotypes, use inclusive examples, and ensure that scholars encounter a diverse range of careers, pathways, and role models.

Careers education also forms part of the academy’s ongoing professional development and curriculum planning. Subject areas are expected to review how careers learning is embedded within their curriculum and contribute to the academy’s Careers in the Curriculum audit.

Making careers links explicit helps scholars to:

• understand the purpose and relevance of their learning.
• recognise the skills they are developing.
• discover careers and progression routes they may not previously have considered.
• make informed choices about subjects, qualifications, and future pathways.
• develop aspiration, confidence, and career readiness; and
• understand the full range of academic, technical, vocational and apprenticeship routes available.

Staff can support careers learning by:

• explicitly identifying the careers, sectors and progression routes connected to lesson content.
• explaining how subject knowledge is applied in real workplaces.
• highlighting the transferable and essential skills scholars are developing.
• using current labour market information to show where opportunities and skills needs are growing.
• using examples, case studies and role models that challenge gender, disability, and socio-economic stereotypes.
• including encounters with employers, employees, alumni and education or training providers where these add value to the curriculum.
• developing employer-supported projects, challenges, or workplace briefs.
• using subject displays and digital resources to promote relevant careers and pathways.
• recording significant careers-related activity through the academy’s agreed monitoring process; and
• sharing curriculum links, employer contacts, and examples of effective practice with the Careers Leader.

Careers links should be planned, age-appropriate and connected clearly to what scholars are learning. Staff should present academic, technical and vocational pathways impartially and avoid suggesting that there is one preferred route.

Staff requiring support with careers-related curriculum planning, employer engagement or careers resources should contact:

Chelsea Robertson, Careers Leader, [email protected]

Page reviewed: August 2026
Next review: August 2027