POST-16 Sessions Menu
Sessions are 50-60 mins.
| Session | Description | Content* | ||
|---|---|---|---|---|
| Myth Buster | Discusses the wide variety of both clinical and non-clinical roles within the NHS. Those students may have heard of but don’t realise are NHS roles too, some they have never heard of! It enlightens students to the wide variety of starting points: – Ages – Employment, Apprenticeships, University – Qualifications This interactive session can be led on Nearpod, if devices are available, or via whiteboards or traditional ‘hands-up’ approaches. This will empower your students to start to make active plans for their future by ‘seeing what is out there’ within our NHS | 2, 4, 5, 7, Num, Lit, In-P, IT | ||
| Myth Buster (SEND suitable) | Discusses the wide variety of both clinical and non-clinical roles within the NHS. Those students may have heard of but don’t realise are NHS roles too, some they have never heard of! NHS core values play a larger part in this session. We can provide practical, hands-on tasks rather than the using the Nearpod platform if this would be more suited to the Learners. It enlightens students to the wide variety of starting points: – Ages – Employment, Apprenticeships, University – Qualifications This will empower your students to start to make active plans for their future by ‘seeing what is out there’ within our NHS | 2, 4, 5, 7, Num, Lit, In-P | ||
| NHS Apprenticeships | Exploring the wide range of Apprenticeships available across both clinical and non-clinical roles within the NHS. We will discover: – Where to search for ‘live’ apprenticeships – How to apply – Writing a personal statement for an NHS role Great applications get interviews! Examples of good applications. Devices will be required. | 2, 4, 5, 7, Lit, In-P, IT, NHS | ||
| Meet the NHS – Interactive Session | Linking Curriculum skills and knowledge directly to a role within the NHS. Curriculum related task (liaison with subject lead required) – NHS Guest Speaker Talk– Q&A – Explore jobs/routes within this field – Apprenticeships/T-Level options explored :: Architect – DT link :: Communications Officer – English/Media link :: Speech and Language Therapist – H&SC/Child Dev & English link :: Occupational Therapist – H&SC link :: Nurse – H&SC/ Science link :: Chef – Food/Catering link :: Paramedic – CPR/Defib training – RSE link :: Physiotherapist – PE/Sport link | 2, 4, 5, 7, Num, Lit, In-P, IT, NHS | ||
| Meet the NHS – Practical Sessions | Linking Curriculum skills and knowledge directly to a role within the NHS using your on-site facilities. Practical curriculum related task (liaison with subject lead required) – NHS Chef Guest Speaker Talk– Q&A – Work practically alongside NHS staff – Explore jobs/routes within this field – Apprenticeships/T-Level options explored :: Chef – Food/Catering link. Create a meal with our chefs :: Communications Officer – English/Media link. Social media task. | 2, 4, 5, 7, Num, Lit, In-P, IT, NHS | ||
| A Career in Medicine | One of our Medicine colleagues will lead a session exploring: Roles in Medicine Medical School Associated roles and routes into those Post University pathways/continued training Q&A | Recommend for Science A-Level students | ||
| PSHE/ Citizenship | We have two sessions available that support both the PSHE and Citizenship curriculum: Who’s more important in the NHS? Students look at 9 different NHS jobs roles and are asked to order their importance. Through discussion students are challenged to explore why they ordered them as they did, then look at a variety of scenarios and see if their initial thoughts still stand. Gender Stereotyping. Looking at some of NHS colleagues, students explore this topic, challenging initial impressions and unconscious bias. | 2, 4, 5, 7, Num, Lit, In-P, NHS | ||
| First Aid (RSE Curriculum) | In partnership with the following, we can offer First Aid training that meets the statutory guidance within the RSE curriculum.    – CPR – Practical – Defibrillator training – Practical – Difference between Heart Attack/ Cardiac Arrest – Paramedicine students – University of Portsmouth – Trained Paramedics/South Coast Ambulance Service staff | 2, 4, 5, 7, Num, Lit, In-P, NHS | ||
| School-based Work Experience Activities | Available via our website is a wide range of both clinical and non-clinical Virtual Work Experiences. The aim of these sessions is to give students a basic understanding of the career pathways within the NHS job role they choose to explore. There will be quizzes, tasks and videos to watch in each session, and it will take you approximately 50mins – 1 hour to complete. | 2, 4, 5, 6, 7, Num, Lit, V, IT, NHS | ||
*Content Key
| Gatsby Benchmark 1 | Every school and college should have an embedded programme of career education and guidance that is known and understood by pupils, parents, teachers and employers. | 1 | |||||||||||||||
| Gatsby Benchmark 2 | Every pupil, and their parents, should have access to good-quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information. | 2 | |||||||||||||||
| Gatsby Benchmark 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. | 3 | |||||||||||||||
| Gatsby Benchmark 4 | All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths. | 4 | |||||||||||||||
| Gatsby Benchmark 5 | Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes. | 5 | |||||||||||||||
| Gatsby Benchmark 6 | Every pupil should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities and expand their networks. | 6 | |||||||||||||||
| Gatsby Benchmark 7 | All pupils should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace. | 7 | |||||||||||||||
| Gatsby Benchmark 8 | Every pupil should have opportunities for guidance interviews with a career’s adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. | 8 | |||||||||||||||
| Numeracy | Highlighting the importance of a good foundation education in Maths and apply Mathematical skills within the session. | Num | |||||||||||||||
| Literacy | Students will be required to read, discuss verbally, use comprehension skills and/or examine the roots of medical vocabulary within the session. | Lit | |||||||||||||||
| In-person Offer | Our team will visit your site or can lead via Team/ Meet – Live Event. | In-P | |||||||||||||||
| Virtual Offer | The resources will be provided for Settings to use at their pace. The resources will include presentations from our Team, for students to follow, but it will not be ‘live’ experience. | V | |||||||||||||||
| IT Needed | A device with internet access will be required for this session e.g. Tablet, Desktop, Phone. We can provide 30 devices for student use (please highlight this need when booking). | IT | |||||||||||||||
| NHS Staff | One of our NHS Colleagues will also be present, alongside our Presenter, for this session. | NHS | |||||||||||||||