Curriculum Links

This site is mainly aimed at teachers and students at Key Stage 4 and in post-16 education. It is specifically aimed to support applied science courses and parts of the statutory work-related learning framework.

It gives a context for how Key Skills and Science are used in the pharmaceutical industry.

For work-related learning background see the QCA website

For details of the frameworks for work-related learning see the relevant section of the QCA website

Mapping of the modules to the work-related framework and other parts of the curriculum is shown below.

Module

Lab & Pilot Plant Tours

Medicine Box Challenge

Getting a Job

Key objectives

To give students an appreciation of good and bad application forms and the subsequent steps in the job application process.

Students work in groups to select the best candidates from application forms for work experience positions.
Useful background information covers hints on filling in applications forms, producing a good CV and performing well at an interview.

Key objectives

To give students an appreciation of good and bad application forms and the subsequent steps in the job application process.

Students work in groups to select the best candidates from application forms for work experience positions.
Useful background information covers hints on filling in applications forms, producing a good CV and performing well at an interview.

Work-Related Learning Framework

This module is linked to these elements:

Framework element 1 - Students recognise, develop and apply their skills for enterprise and employability.
Framework element 3 - Students learn about the way business enterprises operate, working roles and conditions, and rights and responsibilities in the work place.
Framework element 5 - Students relate their own abilities, attributes and achievements to career intentions and make informed choices based on an understanding of the alternatives.
Framework element 6 - Students undertake tasks and activities set in work contexts.
Framework element 7 - Students learn from contact with personnel from different employment sectors.
Framework element 8 - Students have experience (direct or indirect) of working practices and environments.

Work-Related Learning Framework

This module is linked to these elements:

Framework element 1 - Students recognise, develop and apply their skills for enterprise and employability.
Framework element 3 - Students learn about the way business enterprises operate, working roles and conditions, and rights and responsibilities in the work place.
Framework element 5 - Students relate their own abilities, attributes and achievements to career intentions and make informed choices based on an understanding of the alternatives.
Framework element 6 - Students undertake tasks and activities set in work contexts.
Framework element 7 - Students learn from contact with personnel from different employment sectors.
Framework element 8 - Students have experience (direct or indirect) of working practices and environments.

National Curriculum (England): KS4 PSHE

Personal wellbeing

2.1 Critical reflection

(2) Students should be able to reflect on their own and others' strengths and achievements, give and receive constructive praise and criticism, and lean from success and failure

2.3 Developing relationships and working with others

(3) Students should be able to work individually, together and in teams for specific purposes, making use of the social skills of communication, negotiation, assertiveness and collaboration

4. Curriculum opportunities

(6) The curriculum should provide opportunities for students to work as members of groups and teams for specific purposes, taking on different roles and responsibilities and identifying the range of skills and attributes needed for teamwork

Economic wellbeing and financial capability

1.1 Career

(3) Understanding the qualities, attitudes and skills needed for employability

2.3 Enterprise

(1) Students should be able to identify the main qualities and skills needed to enter and thrive in the working world
(6) Students should be able to develop approaches to working with others, problem solving and action planning

3. Range and content

(2) Should include the organisation and structure of different types of business, and work roles and identities
(5) Should include the personal review and planning process
(6) Should include skills and qualities in relation to employer's needs

4. Curriculum opportunities

(1) The curriculum should provide opportunities for students to use case studies, simulations, scenarios, role play and drama to explore work and enterprise issues
(3) The curriculum should provide opportunities for students to recognise, develop and apply their skills for enterprise and employability
(4) The curriculum should provide opportunities for students to have direct and indirect contact with people from business
(7) The curriculum should provide opportunities for students to engage with ideas, challenges and applications from the business world
(8) The curriculum should provide opportunities for students to explore sources of information and ideas about work and enterprise

National Curriculum (England): KS4 PSHE

Personal wellbeing

2.1 Critical reflection

(2) Students should be able to reflect on their own and others' strengths and achievements, give and receive constructive praise and criticism, and lean from success and failure

2.3 Developing relationships and working with others

(3) Students should be able to work individually, together and in teams for specific purposes, making use of the social skills of communication, negotiation, assertiveness and collaboration

4. Curriculum opportunities

(6) The curriculum should provide opportunities for students to work as members of groups and teams for specific purposes, taking on different roles and responsibilities and identifying the range of skills and attributes needed for teamwork

Economic wellbeing and financial capability

1.1 Career

(3) Understanding the qualities, attitudes and skills needed for employability

2.3 Enterprise

(1) Students should be able to identify the main qualities and skills needed to enter and thrive in the working world
(6) Students should be able to develop approaches to working with others, problem solving and action planning

3. Range and content

(2) Should include the organisation and structure of different types of business, and work roles and identities
(5) Should include the personal review and planning process
(6) Should include skills and qualities in relation to employer's needs

4. Curriculum opportunities

(1) The curriculum should provide opportunities for students to use case studies, simulations, scenarios, role play and drama to explore work and enterprise issues
(3) The curriculum should provide opportunities for students to recognise, develop and apply their skills for enterprise and employability
(4) The curriculum should provide opportunities for students to have direct and indirect contact with people from business
(7) The curriculum should provide opportunities for students to engage with ideas, challenges and applications from the business world
(8) The curriculum should provide opportunities for students to explore sources of information and ideas about work and enterprise

SQA National Qualifications

Standard Grade: Social & Vocational Skills

3.2.2 Work

Topics relevant to this module:

Surveying the job market: ... commerce, opportunities, qualifications
Finding a job: careers guidance, where to look, seeking help, taking initiatives
Choosing a job: kind of jobs, what to look for, weighing up prospects
Applying for a job: methods of application, conveying the information
Interviews: preparation - how to dress, what to know, how to get there; being interviewed - answering and asking questions, showing oneself to advantage

Higher: Personal Development

Relevant Units:

Personal Development: Self Awareness
Personal Development: Self and Work

SQA National Qualifications

Standard Grade: Social & Vocational Skills

3.2.2 Work

Topics relevant to this module:

Surveying the job market: ... commerce, opportunities, qualifications
Finding a job: careers guidance, where to look, seeking help, taking initiatives
Choosing a job: kind of jobs, what to look for, weighing up prospects
Applying for a job: methods of application, conveying the information
Interviews: preparation - how to dress, what to know, how to get there; being interviewed - answering and asking questions, showing oneself to advantage

Higher: Personal Development

Relevant Units:

Personal Development: Self Awareness
Personal Development: Self and Work

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