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
Picking the Team
To give students an appreciation of the variety of skills that is needed by the pharmaceutical industry, what to look for in a CV and how to write them. A separate activity explores team working skills and how to make an effective team.
- Students match a candidate's CV to a job description - there are 6 typical roles and 8 CVs.
- A card sort exercise covering good and bad team behaviours creates an effectively working team.
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 workplace.
- 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.
- Framework element 9 - Students engage with ideas, challenges and applications from the business world.
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
- (2) Students should be able to demonstrate respect and acceptance of the differences between people, and challenge offensive behaviour, prejudice and discrimination assertively and safely
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
- (3) Should include right and responsibilities at work and attitudes and values in relation to work and enterprise
- (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
- (9) The curriculum should provide opportunities for students to discuss contemporary issues in work
Double Applied Science
10.2 Investigating how science is used
- identify and describe the types of scientific activity that are carried out
- describe the importance of the activity to society or the community
- find out where organisations are located and why put the employees into one of three classes: major, significant and small users of science
- identify the job titles and qualifications of the people who perform them
- find out what skills are used by the people employed
- find out what skills scientists need in addition to their qualifications
- find out what careers are available in science and science related areas.
10.2 Investigating how science is used
- identify and describe the types of scientific activity that are carried out
- describe the importance of the activity to society or the community
- find out where organisations are located and why put the employees into one of three classes: major, significant and small users of science
- identify the job titles and qualifications of the people who perform them
- find out what skills are used by the people employed
- find out what skills scientists need in addition to their qualifications
- find out what careers are available in science and science related areas.
Applied Science: Double Award
Unit 3: Science in the Workplace
- find out what careers are available in science and science-related areas
- identify organisations that use science
For each organisation:
- describe the work carried out by the organisation
- describe the type of scientific work carried out by employees in the organisation
- investigate the job titles, qualifications and skills of these employees
Unit 7: Work-related Portfolio
Standard Grade: Social & Vocational Skills
3.2.2 Work
Topics relevant to this module:
- Finding a job: careers guidance, where to look, seeking help, taking initiatives
- 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
Relevant Units:
- Personal Development: Self Awareness