Benchmark 8

All subject staff should link curriculum with careers, even on courses that are not specifically occupation-led. For example, STEM subject staff should highlight the relevance of STEM subjects for a wide Every student should have opportunities for guidance interviews with a Careers Adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level*. 

These should be available whenever significant study or career choices are being made. They should be expected for all students but should be timed to meet their individual needs. 

Every student should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18. 

* The benchmark sets a high standard and states that staff giving one-to-one guidance to students should be qualified to an appropriate level. The CDI also specifies that to be on their register, advisers must be Level 6 or above. The government recommends that schools source their providers of personal guidance from this. of career paths. Study programmes should also reflect the importance of maths and English as a key expectation from employers. 

Why is Benchmark 8 important?

Providing structured personal guidance time within the school enables students to focus on their future dreams and to set goals to achieve them. 

Research shows that students benefit from conversations with familiar and trusted adults who can challenge and support them. 

Access to independent and impartial professional careers guidance is strongly valued by students and parents and is a recurring feature of good provision. 

Personal guidance helps students to consolidate and reflect upon their vocational identity, career decision making and self-efficacy. It is a focal point for making sense of the vital ingredients in the careers programme including encounters with employers and higher education, experiences of workplaces and career learning in subjects.