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The Essential Student Pathways resource

Flight Education is a new, student-friendly, and dare we say it refreshingly exciting Career’s resource for all students and advisors within Secondary and Further Education.

Flight Education was successfully piloted in schools within the Yorkshire area in 2021 and after a significant breakthrough, we are rolling it out across the country.


We are 100% confident that Flight changes students’ outlooks on future planning, improves attainment across all subjects and increases students’ expectations to achieve.


FLIGHT was born out of frustration as to how advanced technology has made it more complex, and not necessarily more successful, to help students plan a future career pathway. You take one of the most challenging decisions you'll ever make, throw a load of high-level technology at it, and what do you get? Just more complicated choices to make.

We are here to take all the complications away!



Every adult you speak to will tell you an amusing story about a visit to their Careers advisor at school.

The advisor would enter your personal information into a computer about subjects you enjoyed in school; the computer would 'cough' out a career, one you had never considered before, and a career that you didn't approach in the future.

It's no surprise that careers advisors in schools are not 'regularly' employed anymore, but entrusted to the role of a subject teacher in disguise. Please note, that is not to say that said teacher, doesn't have perfect advice!

The truth is, there is no simple approach to building a career path. Expecting a computer to tell us the answers, is the making of a good 'comedy sketch', and sadly, the advice of 'any' adult won't be perfect either.

"Research carried out in 2020 indicates that 40% of parents believe their experience of career guidance at school was very bad or bad..."


If you can't fly, then run, if you can't run then walk, if you can't walk then crawl, but whatever you do, you have to keep moving forward.

(Martin Luther King, Jr.)

Martin Luther King summed up the reality of it. It's is down to you to make it work, and work you must. So, if 'work you must', let's make the most of it, and find a career that you will enjoy and aspire to achieve great things?

Did you know, on average you spend 90,000 hours throughout your lifetime working, and that doesn't include a UK average of 2 hours commuting to and from work a day... let's get this career thing right first time!!

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Introducing Talking Futures

Good careers guidance doesn’t just happen in school or college – it also needs positive, constructive conversations between parents and young people. Talking Futures is designed to help you support this.

Careers guidance is key to social mobility. It provides young people – whatever their background – with the skills and information they need to make good decisions about their future education and work options.

But it can’t be delivered in isolation. The greatest influence on young people comes from their family and social network. For school and college programmes to succeed, parents need to be engaged and involved.

However, parents often rely on their own experiences from when they left school or college to inform discussions. This means they may only have a partial understanding of the options available to young people today. Many parents need better information to have informed, constructive conversations.

Talking Futures toolkit

Talking Futures is a suite of resources to help you support parents’ role in careers decision-making and increase their participation in your activities. Designed by the Gatsby Foundation, it is based on research exploring how institutions can best support parents to help young people make informed careers and education decisions.

Resources feature a range of tools and activities including:

  • Parent-facing activities for events such as parents’ evenings and tailored family learning sessions.
  • Student-facing activities to reinforce parents’ role in decision-making.
  • Support for Careers Leaders to identify activities that will complement existing provision.
  • Practical tips and guidance on how to deliver each type of activity.
  • A range of preparation activities to help you and parents get the most out of each session.

Toolkit Download

Find out how their activities can help you support parents to have constructive careers conversations with their children.


Source: Talking Futures


The Gatsby Benchmarks of Good Career Guidance are grouped into a framework of 8 categories that define the best careers provision in secondary schools.
    And consist of:

'A stable careers programme'

Gatsby 1

  • Every school and college should have a stable, structured careers programme that has the explicit backing of the senior management team.
  • There should be an identified and appropriately trained person responsible for it.
  • It should be published on the school’s website and accessible to pupils, parents, teachers and employers.
  • The programme should be regularly evaluated with feedback from pupils, parents, teachers and employers.

'Learning from career and labour market information'

Gatsby 2

  • By the age of 14, all pupils should have accessed and used information about career paths and the labour market to inform their own decisions on study options.
  • Parents should be encouraged to access and use information about labour markets and future study options to inform their support to their children.
  • An informed adviser can help them make the best use of available information.

'Addressing the needs of each pupil'

Gatsby 3

  • Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.
  • A school’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations.
  • Schools should keep systematic records of the individual advice given to each pupil, and subsequent agreed decisions. All pupils should have access to these records to support their career development.
  • Schools should collect and retain accurate data for each pupil on their education, training or employment destinations for at least three years after they leave the school.

'Linking curriculum learning to careers'

Gatsby 4

  • By the age of 14, every pupil should have had the opportunity to learn how the different STEM subjects help people to gain entry to, and be more effective workers within, a wide range of careers.

'Encounters with employers and employees'

Gatsby 5

  • Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace.
  • Every year, from the age of 11, pupils should participate in at least one meaningful encounter*with an employer. A ‘meaningful encounter’ is one in which the student has an opportunity to learn about what work is like or what it takes to be successful in the workplace.
  • This can be achieved through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.

'Experiences of workplaces'

Gatsby 6

  • By the age of 16, every pupil should have had at least one experience of a workplace, additional to any part-time jobs they may have.
  • By the age of 18, every pupil should have had one further such experience, additional to any part-time jobs they may have.

'Encounters with further and higher education'

Gatsby 7

  • By the age of 16, every pupil should have had a meaningful encounter* with providers of the full range of learning opportunities, including sixth forms, colleges, universities and apprenticeship providers. This should include the opportunity to meet both staff and pupils.
  • By the age of 18, all pupils who are considering applying for university should have had at least two visits to universities to meet staff and pupils.
  • A ‘meaningful encounter’ is one in which the student has an opportunity to explore what it is like to learn in that environment.

'Personal guidance'

Gatsby 8

  • Every pupil 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 appro priate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.
  • Every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18.

Look out for the 'G Logos' throughout our site to see how we support your Gatsby checkboxes.

Looking to present a tutorial to your students?

Click the Image below to download our PowerPoint presentation.

The Pathway Builder
Let Flight do all the searching?

Did you know?

Flight holds a database of over 30,000 University courses, 3,000 Further Education courses, and detailed information on more than 800 careers within the UK.

Data security means everything to us:

Only UK data centres
Student data and backups are only stored and processed in UK data centres. All data is stored in accordance with the General Data Protection Regulation (GDPR) 2018.
Multiple firewalls
Servers sit behind multiple firewalls. The database server is only accessible via a VPN.
Student data and backups are encrypted using 256-bit SSL/TLS.1.2 encryption. Sensitive data such as passwords are hashed.
Layered access security
We use user-type appropriate password rules regarding password length, complexity, age and 2-step authentication.

Contains public sector information licensed under the Open Government Licence v3.0.



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