Careers in the Curriculum 2018-2019


At Beauchamps High School, we run a number of activities and events all of which are designed to develop employ-ability skills in our students by helping them to prepare for the future and world of work. Below is a sample of the activities we run in school that are designed to develop enterprise skills inside and outside of the classroom.

DepartmentYearActivity
ART7Illustration project -Create a picture book based on animals & endangered species
 8Film making 'Fantastic Beasts' Create a 3D creature and habitat, exploring clay and plastic
 9Product design - To research Georgina Luck, observe food packing + create their own. 2D, digitally and 3D
 10Researching working artists
 11Artist in residence
 12Gallery visits
 13Gallery visits
TEXTILES 9Fashion illustration – developing skills and exploring techniques and researching artists
  10Designing
  11Designing/Artist in residence
  12Designing / gallery visits
  13Designing / gallery visits

 

DepartmentYearActivity
BUSINESS & ECONOMICS9Wickford Market Stall- Set up and run their own business. Sell products in lead up to Christmas
 8/9National Enterprise Challenge (Sponsored by Theo Paphitis.) http://www.nationalenterprisechallenge.co.uk/
 10/11Student Investor Challenge https://www.studentinvestor.org/
 11New York residential trip  Visit Wall Street, UN, 9/11.
 8-10Transformation Trust. The Transformation Trust is an education charity dedicated to opening the doors of opportunity to young people across the country. We do this by working with some of the most challenged schools in the country, offering their pupils opportunities and experiences that help them to develop employability skills and build their confidence.
 10/11 Retail Business UNIT 1/Unit 3    Mystery Shop document, customer focus groups, investigation
 12Cash Services. David Fagleman Head of Policy and Research.
 12/13Focus Media https://www.focusmediauk.com/
 12/13Gold Coast                  Address202 Eastern Esplanade, Southend-on-Sea SS1 3AD
 12/13St Lukes Hospice        Charity week
 12/13Several guest speakers. Earnest Young, Robert Lewis Accountants,
 10-13How to write a CV, covering letter and mock interview techniques. http://www.bhs-business.com/news--resources.html
 HAIR10Salon International
 
DepartmentYearActivity
DRAMA7-10Drama Club – Confidence building, team work, promotes leadership skills, develops individual thought process.
 10/11Students given option for design role; lighting designer/ sound technician and costume designer.
 ALLPerformance work - Confidence building, team work, promotes leadership skills, develops individual thought process.
 10/11/12/13Theatre Trips – aspiration to develop performance skills.

 

DepartmentYearActivity
ENGLISHALLPupils write persuasive speeches and pitch products to the class.
 ALLGiving Presentations as part of the curriculum.
 ALLNewspaper reports/journalism.
 ALLInterview techniques when studying certain characters in role play.
 ALLCreative writing tasks.
 ALLEditing and publishing work..
 ALLWorking within time frames.
 10/11Jack Petchey Speakout Challenge which is open to all KS4 students to enter and encourages debating and public speaking skills, as preparation for future job skills and interview techniques.
 10/11GCSE Speaking and Listening skills are taught as part of the syllabus but links are made to the necessity of these skills in job interviews etc..
 9/10/11Letter writing skills are taught as part of the GCSE syllabus but links are made to job applications and skills required.
 
DepartmentYearActivity
LANGUAGESALLTurning students into confident speakers
 7-10Have your say competition
 10/11Paris residential: communication skills
 ALLUse of websites and apps: IT skills
 9/10Present your work to class, explain your point of view. Debating skills
 12/13Teach your peers
 10/11Unit on employment
 9Unit on the world of work
 7How to introduce yourself
 
DepartmentYearActivity
GEOGRAPHY12/13Independence – have to do any independent investigation from planning through to conclusion and evaluation, written as a report
 10/11Working in groups/teams (leadership/organising skills) on fieldwork activities
 10/11Economic challenges unit looks at work/industry/jobs within the U
 8Unit on types of work and jobs
 ALLDisplay board of potential linked jobs in the department
 
DepartmentYearActivity
HISTORY12/13Independence – have to do any independent investigation including research, planning, structuring and writing a 4,000 word essay
 12/13Visit to National Archives in Year 13
 ALLWorking in groups
 ALLSkills include using evidence, constructing an argument, listening to others opinions and reaching conclusions
 ALLDisplay board of potential linked jobs in the department
 
DepartmentYearActivity
ICT/COMPUTING7E-Safety training, both for personal safety and device safety.  (Digital footprint and appropriate behaviour online.)
 7Programming module.  Develops logic, error checking, independent working, logical skills, organisational skills.  Also connects with creating online apps for development into real world applications.
 9Programming module.  Develops logic, error checking, independent working, logical skills, organisational skills.  Also connects with creating online apps for development into real world applications.
 9Computational and mathematical skills.  Applying mathematics in a different context and real life situations.
 9Balance sheets using Excel to create profit and loss statements.
 9Using algorithms to develop programming.
 9Building and creating business context websites.  Researching real life website examples to inform their own creative application
 9Designing and creating all marketing material for school production – students learn to use a number of different application software programs which widens their skillset for use of all software in their future working careers.
 10Programming module.  Develops logic, error checking, independent working, logical skills, organisational skills.  Also connects with creating online apps for development into real world applications.
 10Computational and mathematical skills.  Applying mathematics in a different context and real life situations.
 10Using algorithms to develop programming.
 10Flowcharts/pseudocode to plan and calculate flow of information within a program.
 10Develop knowledge of the internal workings of a PC.  Understanding how hardware works and what it does to contribute to the overall machine.
 10Understanding software (OS, utility, application) and how it contributes to the successful working of a device.   Also includes laws relating to software licensing.
 10Legal, ethical, moral and social aspects of using ICT and being online.
 10Coursework element of the GCSE involves taking an exam scenario and autonomously developing a solution.
 10Developing exam technique.
 11Programming module.  Develops logic, error checking, independent working, logical skills, organisational skills.  Also connects with creating online apps for development into real world applications.
 11Computational and mathematical skills.  Applying mathematics in a different context and real life situations.
 11Using algorithms to develop programming.
 11Flowcharts/pseudocode to plan and calculate flow of information within a program.
 11Develop knowledge of the internal workings of a PC.  Understanding how hardware works and what it does to contribute to the overall machine.
 11Understanding software (OS, utility, application) and how it contributes to the successful working of a device.   Also includes laws relating to software licensing.
 11Legal, ethical, moral and social aspects of using ICT and being online.
 11Coursework element of the GCSE involves taking an exam scenario and autonomously developing a solution.
 11Developing exam technique.
 12/13Programming module.  Develops logic, error checking, independent working, logical skills, organisational skills.  Also connects with creating online apps for development into real world applications.
 12/13Computational and mathematical skills.  Applying mathematics in a different context and real life situations.
 12/13Using algorithms to develop programming.
 12/13Flowcharts/pseudocode to plan and calculate flow of information within a program.
 12/13Develop knowledge of the internal workings of a PC.  Understanding how hardware works and what it does to contribute to the overall machine.
 12/13Understanding software (OS, utility, application) and how it contributes to the successful working of a device.   Also includes laws relating to software licensing.
 12/13Legal, ethical, moral and social aspects of using ICT and being online.
 12/13Coursework element of the GCSE involves taking an exam scenario and autonomously developing a solution.
 12/13Developing exam technique.
 
DepartmentKey StageActivity
MATHSKS3Tuck shop functional maths task- where students buy and sell sweets looking to make maximum profit.
 KS3Farm activity- students design a farm and have to choose whether to product meat or vegetables to maximise profit.
 KS3/4BP Crude Oil Trading Task
 KS3/4Functional mobile phone task.
 KS3/4Percentages, interest, depreciation, and working with money.
 KS3/4Proportion and ratio, working hours to complete a task, value for money.
 KS3/4Interpreting real life graphs.
 KS5Level 3 Certificate in Mathematical Studies.
 KS5Level 3 Certificate in Financial Studies.
 
DepartmentYearActivity
MEDIA Industry contexts are explored throughout Media studies and skills development in industry standard software is key to production success.
 10Media Forms and theoretical framework are introduced.  Visit to Harry Potter world to identify Green Screen and Special effect techniques.  Open door policy each Thursday after school for photoshop and editing skills development. Students analyse and research existing productions and marketing in the music industry in order to create cd covers to fit a specific genre and artist. Students identify conventions and then create their own artist using original photography; they use Photoshop CS6 to edit the images and create a convincing product.   Music videos and representations are studied in terms of media language. Students study the magazine industry to identify relevant key conventions.  They then respond to a specific brief and create a magazine to suit the genre and audience, using original images and photoshop to ensure a professional production that incorporates key conventions.  Students also study the television industry to explore how changes in society are reflected in mainstream drama, focusing on cultural and historical contexts to understand representation and audience targeting. Students demonstrate skills of enquiry, critical thinking, creative response to stimulus, decision-making and analysis.
 11We investigate the film industry and explore marketing techniques via a case study of Warner Bros, identifying representations and audience interpretations. The newspaper industry is investigated to understand political bias and media spin and to understand how media language is used to persuade and influence society.  Traditional news is compared with online news and a case study is used to understand how news items develop and become viral.  Representation and Audience address are studied.  The radio industry is deconstructed with a case study focusing on Live Lounge content and style.  Videogames as a Media Industry – how social and cultural contexts influence production.  Every opportunity is taken to use practical skills to prepare revision materials.
 12Creating Media: Students deconstruct existing media texts and go on to create moving image productions, focusing on varied representations in various media forms.  They use original footage edited in Adobe Premier Pro and After Effects to create convincing productions.  They create their own music using Garageband.  Students demonstrate sophisticated practical skills by developing creative media productions, such as a TV programme opening sequence, using industry standard software.        Evolving Media : Students compare an English Language contemporary tv drama with a foreign language contemporary drama in terms of institutional contexts such as marketing.  Students develop an understanding of the dynamic and changing relationships between media forms, products, media industries and audiences and demonstrate knowledge and understanding of the global nature of the media. Students compare different music videos to identify how representations are created and ideologies are conveyed.
 13Media Messages:  Students build two linked in-depth studies that focus on contemporary news in the UK, requiring learners to explore how and why newspapers and their online counterparts are evolving as media products and the relationship between both online and offline news. They also study magazines and videogames in terms of media language and representations of various demographics. Advertising and Marketing are explored to identify conventions and media language and representations as well as the nature of targeted advertising and viral campaigns. Online and offline advertising is examined. Students market their products using cross media convergence, creating a website to promote their moving image text and building a cross media campaign that fully utilises social media and viral methodology. Students investigate the Film Industry to identify the necessity for synergy and technological convergence in contemporary industry examples. We explore marketing techniques via a case study comparing methods of the 1960s with contemporary online marketing.  We identify economic, political and cultural contexts of each production.
 
DepartmentYearActivity
MUSIC7/8/9Trip to the Leigh-on-Sea competitive Music Festival. Participation in the competitive choral event.
 7/8/9Trip to the Southend-on-Sea competitive Music Festival for choirs. Participation in the competitive choral event.
 7/8/9Residential Care Homes in Wickford: live choral and instrumental performances given in Wickford.
 7/8/9/10/11Christmas Variety Concert involving solo instrumental and vocal performances, groups ensembles performances, choir and orchestral performances again in front of a live audience.
 7/8/9/10London West End Musical: trips every December to see and gain experience of professional performers at Hit Musicals i.e. Wicked, Aladdin, Matilda, etc.
 7/8/9/10School Summer Productions held annually.  Grease, Oliver, The Sound of Music, Little Shop of Horrors, etc.  Stage performance involving, singing, dance and acting.
 10/11GCSE Music Showcase: public musical performance demonstrating skills within performance and composition, solo and ensemble work.
 7/8/9/10Choir: twice weekly rehearsals developing the voice and encouraging harmonic singing.
 7/8/9/10Violin Ensemble: weekly practice and preparation for school public performances.
 7/8/9/10Guitar Ensemble: weekly practice and preparation for school public performances.
 7/8/9/10Creating a CD: for Choir and instrumental ensembles and soloists.

 

DepartmentKey StageActivity
PEKS3Introduction to coaching in lessons, Healthy, active lifestyles – Diet and nutrition, training methods, fitness testing, physical/mental and social well-being, Communication and working as part of team.
 KS3Leadership roles (official, umpire, coach, teaching), Injury awareness (Physio), Work with Southend United FC to discuss pathways into sport at KS5 and beyond
 KS4GCSE - Fitness testing and training (relate to working in sports industry), Performance enhancing drugs (medicine), Health and Diet (Sports nutrition)
 KS4GCSE - Sports Psychology, Anatomy and Physiology (medical industry)
 KS4Leading and Organising events (Events managers / project manager)
 KS4National Certificate - Sports Leadership (relates to coaching and risks assessments/management), Media in Sport (Relating to how sport and the media influence each other)
 KS4National Certificate - Hosting a major sporting event (benefits and drawbacks relating to tourism), National Governing Bodies (working within NGB), Performance enhancing drugs (Medicine)
  ALLWork with Southend United FC to discuss pathways into sport at KS5 and beyond.
 
DepartmentYearActivity
REALLShoebox appeal – organisation, planning.
 7-9Learning about different faiths and none, group work tasks, research projects, presentations, display with job/career opportunities.
 9First Give – social action, presentation skills, group work, meeting charity reps, voting

 

DepartmentYearActivity
SCIENCE7STEM Club encourages STEM careers.  There are displays around the department that suggest careers.
 8STEM Club encourages STEM careers.  There are displays around the department that suggest careers.
 8The year 8 SoW deals with microbes so we teach a little about pathology and how pathologists carry out their work.
 9STEM Club encourages STEM careers.  There are displays around the department that suggest careers.
 9On options evening we give advice to students regarding career paths if they take triple science and discuss routes into various STEM careers.
 9Big Bang Science Fair at Essex for top students.
 9Discovering Science curriculum has a STEM focussed approach so incorporates aspects of careers in STEM.
 10We teach a little about chemistry jobs in the new GCSE.  Particularly relating to desalination plants for treating water.
 11STEM Club encourages STEM careers.  There are displays around the department that suggest careers.
 11On options evening we give advice to students regarding career paths if they take triple science and discuss routes into various STEM careers.
 12/13We provide careers advice to students when applying through UCAS.