SECONDARY Sessions Menu
Sessions are 50-60 mins.
| Session | Description | Suitability | Gatsby Benchmarks* | ||
|---|---|---|---|---|---|
| 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 – Apprenticeships, College, 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 | Yr 7-Yr13 | 2, 4, 5, 7 | ||
| 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 – Apprenticeships, College, 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 | Yr7 – Yr13 | 2, 4, 5, 7 | ||
| Stop the Spread (HPV) | Curriculum-based, interactive sessions, in support of the Schools Immunisation Programme, looking at how the HPV vaccine can keep students safe, giving them long term protection. We discuss: – What is HPV? – How can it affect us? – How can we protect ourselves from HPV? We incorporate National Curriculum learning objectives for Science and RSE and present the most up-to-date content, direct from the NHS. This interactive session can be led on Nearpod, if devices are available, or via whiteboards or traditional ‘hands-up’ approaches. | Yr 8 (suitable for any student who has not received their vaccine) | |||
| Stop the Spread (Teenage Booster) | Curriculum-based, interactive sessions, in support of the Schools Immunisation Programme, looking at how the Teenage Booster vaccine can keep students safe, giving them long term protection. We discuss: – What are vaccines? – When were they introduced? – What effect have vaccines had? – What is the Teenage Booster and why should I have it? We incorporate National Curriculum learning objectives for Science and RSE, and present the most up-to-date content, direct from the NHS. This interactive session can be led on Nearpod, if devices are available, or via whiteboards or traditional ‘hands-up’ approaches. | Yr 9 (suitable for any student who has not received their vaccine) | |||
| Healthy Me | This session highlights to the students that they are at a pivotal point in their lives and moving into adulthood. The session promotes a healthy lifestyle; reinforcing previously learned ‘health’ messages as well further support with these and new information. Session topics: Healthy Eating Hydration Exercise Addiction – Gaming, Social Media and Vaping impacts covered | Yr 7 – 8 Flu & HPV included Yr 9 – 11 Flu & Teenage Booster included | |||
| 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 | |||||||||||||||