OCR LEVEL 2 CAMBRIDGE TECHNICALCERTIFICATE/DIPLOMA IN

SCIENCE

CAREERS IN SCIENCEM/505/3098

LEVEL 2 UNIT 6

GUIDED LEARNING HOURS: 30

UNIT CREDIT VALUE: 5

TECHNICALSCambridge

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CAREERS IN SCIENCEM/505/3098

LEVEL 2

AIM AND PURPOSE OF THE UNIT

Most great achievements begin with a plan and a career should be no different. Having a plan will give individuals something to work towards and help them make the most of the opportunities that come their way - this unit is the starting point.

This unit will enable learners to develop the knowledge, understanding and the skills required to begin to effectively plan and develop effectively to follow a career path within the science sector.

Learners will explore the range of employment opportunities within a selected sector of the science industry, research in detail their preferred career options and develop practical skills in job application techniques.

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Careers in Science Level 2 Unit 6

ASSESSMENT AND GRADING CRITERIA

Learning Outcome (LO)

The learner will:

Pass

The assessment criteria are the pass requirements for this unit.

The learner can:

Merit

To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to:

Distinction

To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

1 Know the range of employment opportunities within the science sector.

P1 identify the main areas of local, national and international employment within the science sector

M1 assess which of the locally, nationally and internationally identified areas of employment are in growth

D1 evaluate the impact of new technologies on the development of organisations in the science sector

2 Know some of the job roles within a science organisation and how to apply for a position within the science sector.

P2 describe the nature of a science organisation and the job roles and career options within this organisation

M2 describe the skills and training needed for a specific job in a science organisation

D2 assess the advantages and disadvantages of a chosen career in the science sector

P3 describe the steps involved in identifying job opportunities and the recruitment process for the science sector

M3 explain the procedures involved in applying for a specific job role within the science sector

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TEACHING CONTENTThe unit content describes what has to be taught to ensure that learners are able to access the highest grade.

Anything which follows an i.e. details what must be taught as part of that area of content.

Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work though these do not need to be the same ones specified in the unit content.

LO1 Know the range of employment opportunities within the science sector.

• The science sector covers e.g.: - Academic laboratory research and development - Medical science - Biotechnology - The pharmaceutical, nuclear, oil and gas, chemicals,

petroleum, and polymer industries; - R&D and manufacture of products - Publishing, patents, scientific communication - The science underpinning engineering - Science education - Forensic science

• Growth areas within the science sector e.g.: - Science parks (linking universities to local businesses) - Chemical industry - Genomics - Environmental science (local councils, DFRA, Food

Standards Agency (FSA), Environment Agency (EA) Department for Environment Food and Rural Affairs (DFRA)

- Energy supply - Healthcare (there are over 190 careers in the NHS, care

homes) - There are lots of opportunities to work overseas (A

number of multinational companies recruit in the UK, such as Shell, BP)

• Impact of new technology e.g.: - Stem Cell technology - Renewable energy - Alternative fuels - Eco-manufacturing using green technology

Nanotechnology - Other areas of development include neurosciences,

tissue engineering, monoclonal antibodies, immunology, oncology, synthetic biology and infectious disease research.

- Drug discovery in cheminformatics - Genomics bioinformatics

LO2 Know some of the job roles within a science

organisation and how to apply for a position within the science sector.

• Job roles e.g.: - Lab technician/research assistant in University research

laboratory - NHS scientist (there are over 190 careers at various

levels in the NHS) - Police force (forensics) - Government (scientific advisor) - Car Mechanics, Formula 1 - Hair and make-up - Childcare (child psychology and Health and Safety) - Food Science (FSA, restaurants, bar work) - Astronomy (NASA) - Pharmaceuticals (GlaxoSmithKline, Novartis, Pfizer etc) - Science education (tutoring, teaching, lab tech) - Sports science (fitness instructor, swimming teacher) - Manufacturing - Teaching - Writing and editing - Management and administration - Consultancy - Data management - IT support - HR - Marketing - Logistics - Sales

• Sources of information e.g.: - Llibrary (local jobs advertised) - Job centre (local jobs advertised) - People employed in the workplace (word of mouth) - Reed Scientific - NHS Jobs - Science Careers from the journal Science - NewScientist Jobs - EuroScience Jobs

• Information on jobs e.g.: - Range of job roles within the career area - Advantages and disadvantages of job roles (academic

research - advantage = novel research, disadvantage =

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Careers in Science Level 2 Unit 6

fixed term contracts) - Skills needed to work within the area - Training requirements - Types of employers - Location of employers - Starting packages - Content of job roles - Working conditions (e.g. self-employed, home-

working/ part-time or full-time/ 9 to 5, flexible hours, night shifts etc)

- Progression opportunities - National and international travel required? - Transferability to other career areas and to different

types of employment (e.g. employee to self-employed/ academic to industry/ Teacher to Researcher etc.)

- What skills/training do you need to get into that field? (Can you start at the bottom and work up, or do you need a degree/qualifications first)?

• Skills e.g.: - Teamwork - Independent working/thought - Problem solving - Communication (oral/written/computer skills) - Self-development

• Identifying Job opportunities e.g.: - advertisements (newspapers, magazines, online) - recruitment agencies (Reed scientific, Pertemps) - writing to potential employers directly

• Recruitment process e.g.: - telephoning/writing/emailing for application and/or

information - completing application form/cv/letter of application/

registration form - preparing a covering letter - produce a portfolio of work - attending interview - feedback from interview - job offer?

• Application documentation e.g.: - curriculum vitae - letter of application - covering letter - layout - tone, manner

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DELIVERY GUIDANCE

The delivery of the unit can be taken in a step by step approach:

• Choosing a specific area of science for a career

• Choosing a specific job for a science career

• Knowing how to apply for a job

• Knowing how to get the job

LO1 Know the range of employment opportunities within the science sector.

This Learning Outcome could be approached through a group brainstorming activity, group or individual research. Guest speakers can be invited in to talk to the group; the speakers could range from scientists in industry to laboratory technicians in the school. Also consider people from the local area as this is where a number of learners will find employment, these people could be: mechanics; hospital workers; hairdresser; publicans.

Contact your local STEMNET for your local STEM ambassador - the STEM Ambassadors Programme enables teachers to make links from the curriculum to how STEM is practiced in the world of work, illuminating applications across a vast range of careers. STEM Ambassadors are people from STEM backgrounds who volunteer as inspiring role models for young people. They can contribute both to regular lessons or participate in extra-curricular activities such as STEM Clubs, Careers Days and visits. They may also be available to conduct mock interviews.

Learners could produce a list of the main areas of employment in the science sector ranging from local to international. Learners could research these areas of employment and state whether they are in growth or decline - it is expected that quantitative data will be produced to back up the learners’ statements. From the learners’ analysis of the range of areas of employment, they could focus on new technologies, and pick one area of interest and give an explanation on its impact on the jobs market. They could then present their findings to the group.

LO2 Know some of the job roles within a science organisation and how to apply for a position within the science sector.

This Learning Outcome leads on from the previous activities and learners use their sources to collate information on careers.

Learners also have the opportunity to go through the process of searching for a job and applying for it.

Learners could be encouraged to research the job sections of local newspapers or relevant internet websites. The Careers Resource Centre (or similar) may be able to provide further materials, resource packs to gather information on career opportunities.

Learners are required to select a career option local to them and that they are interested in and produce a summary of their chosen career. They can take this further listing the advantages and disadvantages for that career that are pertinent to themselves.

Whenever possible learners should be encourage to speak to employees of the organisation, industrial mentors and to outside speakers. Internet research will be appropriate for some organisations while for others it may be more appropriate to visit and collect leaflets, brochures and details of services.

Examples of useful materials to indicate trends and improvements include the mission statement, marketing materials, company newsletters or annual reports and organisational charts.

Local speakers could be invited to work with the learners, as this should help to increase the interest and engagement of the learners, For example, a STEM ambassador could be invited to talk about the various advantages and disadvantages of the way in which local science sector industries are organised.

Learners should be encouraged to keep up to date with local issues, such as the extent to which the industrial trends are affecting the job market; tutors should consider that a number of their learners will be seeking local employment.

Learners may need a substantial amount of tutor guidance in preparing a Curriculum Vitae (CV), answering some of the questions on application forms appropriately and structuring covering letters. Sample documents could be obtained from an employer on the understanding that the documents will be used for training purposes. The CV content/layout can be quite different depending on the job role the learner is going for. There are a number of websites that will help learners identify their needs and how to apply for a job.

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Careers in Science Level 2 Unit 6

SUGGESTED ASSESSMENT SCENARIOS AND GUIDANCE ON ASSESSMENT

Criteria Assignment Scenario AssessmentLO1 Promoting

employment inscience

Learners have been asked toproduce promotionalemployment material for an areain science. The area needs toattract more employees with abackground of science.

The material can be in a rangeof formats, such as printedmaterial, video or website. Thepromotion should stress the opportunities for itsemployees both locally andinternationally, the areas future growth and how it will use newtechnology to help develop.

P1 From their initial research learners could produce a list of science sectors indicating whether they employ local, nationally and/or internationally and then for M1 indicate whether these sectors are in decline or growth.

D1 Learners should discuss how new technologies can aid in the development of organisations in the science sector.

LO2 Choosing acareer in scienceand applying fora job

Learners have been askedto produce promotionalemployment material for a scienceorganisation. The organisationneeds to attract more employeeswith a background of science. Thepromotional material needs toprovide a step by step plan onhow to identify a job and then toapply for it.

The material can be in a rangeof formats, such as printedmaterial, video or website. Thepromotion should outline the jobroles and careers within theorganisation.

P2 Learners produce material outlines job roles in career areas within a science organisation and in M2 Learners should list the advantages and disadvantages of a career role.

D2 Learners produce a table evaluating the advantages against the disadvantages of a career role.

P3 Learners produce a step plan on how to identify a job and then in M3 they go further and plan to apply for the job.

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