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‘Martial Arts – More than just Kicks and Punches’

How we embedded careers Guidance


‘Careers in the curriculum has twin purposes: To promote students’ career learning, development and wellbeing; and To enhance students’ subject learning and attainment and their overall personal and social development’ (Careers in the Curriculum)


8 Gatsby Benchmarks

1. Stable Careers Programme

2. Learning from the career and labour market information

3. Addressing the needs of each pupil

4. Linking curriculum learning to careers

5. Encounters with employers and employees

6. Experience of workplaces

7. Encounters with further and higher education

8. Personal guidance




TheDojo.Org.UK participated in an ERASMUS+ Key Action 2 Strategic Partnership project titled “Follow Your Way”, that’s taking a look at the Career Guidance provision in 4 EU countries.


The aim for those that provides career guidance is thus: – The purpose of the questionnaire – is threefold: Firstly, to identify specific activities for effectiveness in career guidance; Secondly, discover similarity and/or differences in career guidance service provision in all partner countries [Lithuania, Czech Republic, Italy, UK] and Thirdly see, in what way we might improve the service offered by career guidance professionals and the infrastructure


The aim for those that receive career guidance is thus: – The purpose of the questionnaire – is twofold: 1stly. to determine in what way the advice that you received from your career guidance person was of any use/importance to you, and 2ndly see, in what way we might improve the service offered by career guidance professionals


This survey was designed to reflect UK’s energy and attitude to the profession and service of Careers Guidance /Advise the questions where thus more implicit as opposed to explicit.



The survey response confirmed UK’s strategic direction with respect to Careers Guidance (CG); firstly, that it is driven and monitored by the government through the office of the Department of Education; secondly, there is a strong buy-in between the educational and business sectors; thirdly, like the profession of Doctors, Engineers, Architects etc that have established Institutes to ensure standard and that professional ethics are followed; the profession of CG is regulated by the Institute of Careers Guidance; fourthly, the competencies for CG appear to be heavily based on Soft Skill; lastly, currently there seems to be more female working the this profession.



The survey response reflected the fact that  UK’s strategic direction with respect to Careers Guidance (CG) as indicated above is gaining a strong hold on the minds of potential clients; thus, the clients expect, firstly, to either have a personal meeting with CG or have some expose to career options from the time they are 11years; secondly, quality guidance and advise from a motivated and competent person; thirdly, information about career choices and options comes from beyond the friends and family network, clients are sign posted relevant careers websites; lastly, clients (student target group) see placement (work experience), Careers evening, Sign posting, Apprenticeship, Relating class room activities with careers option as key components to helping them make career decisions.




PROJECT NUMBER: 2017-3-CZ01-KA205-046864 Dates: 02/06 – 04/06 2018 Location: Prague

This meeting was the first with had a threefold objective:

1. 1stly a meet and greet for all the partners participating in the project,

2. 2ndly to explore the project theme in more details and agree on definitions as well as meaning of statement in the application document with the view to clarification,

3. 3rdly, task allocation based on partners’ skill set and knowledge domain


The meeting kicked off with each partner presenting both themselves and their organisation, mainly information dissemination, their mission, ethos, aims, objectives and track record of achievements.


The crust of the meeting came as we looked to explore the project theme in more details, this proved to be challenging, owing to the fact that each person had a varying definition and understanding of certain key words in the project description, thus creating a flux of differing expectations for project.  As the discussion progressed and various working definitions reached, we arrived at our goal, which was to have a single, clear and unified understanding of the project aims, objectives and expected outcomes.

The meeting concluded with each partners agreeing to actioned to take the lead on various key tasks; thus, a gantt chart/project timeline has been created and sent to each partner.


UK Project Meeting

Exchange of Good Practice Gatsby Benchmarks by GAP (West Herts College) & Falconer School

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