SECONDARY Sessions Menu
Sessions are 50-60 mins.
| Session | Description | Suitability | Gatsby Benchmarks* | ||
|---|---|---|---|---|---|
| Myth Buster (SEND suitable) | Our SEND appropriate ‘NHS Myth Buster’ session is 45 minutes long and is suitable for a range of learners with additional needs. It’s a relaxed and interactive session that can be delivered on the Nearpod platform so that students can join in with a device. We can provide practical, hands-on tasks rather than the using the Nearpod platform if this would be more suited to the Learners. Here’s what’s included; – Dispel common NHS myths – it’s not all doctors and nurses! – Learn about some of the non-clinical roles which may be suitable for some learners, such as Porters, Catering Assistants, Estates and Facilities and admin roles. – Hear from local young people with additional needs who are either employed or volunteering in the NHS. – Explore routes into the NHS, such as supported internships, apprenticeships and volunteering. – Find out about the NHS core values. | Yr7 – Yr13 | 2, 4, 5, 7 | ||
| 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. | Yr10 – Yr13 | 2, 4, 5, 7 | ||
| Virtual 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. | Yr10 & Yr11 | 2, 4, 5, 6, 7 | ||
*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 | |||||||||||||||