Exploring Careers in UK Uniformed Protective Services

Exploring Careers in UK Uniformed Protective Services
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Slide 1: Slide
Public ServicesFurther Education (Key Stage 5)

This lesson contains 29 slides, with interactive quizzes and text slides.

time-iconLesson duration is: 90 min

Items in this lesson

Exploring Careers in UK Uniformed Protective Services

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Multiculturalism
Rule of Law
Multiple people from various backgrounds living together within one population
Rules that govern acceptable behaviours and the consequences for breaking these rules

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Learning Objective
At the end of the lesson, you will have researched different roles, career opportunities, and entry requirements for careers in the UK uniformed protective services.

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What do you already know about careers in the UK uniformed protective services?

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Introduction to UK Uniformed Protective Services
Overview of the various organizations and their roles, such as police, army, fire service, and more.

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Local & National organisation

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Local or National?
Local
National
Essex Police
Essex Fire service
Royal Air Force
Royal Navy
MI5/MI6
Army

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Local Organization: Essex Police
Research and present about career opportunities and entry requirements in Essex Police.

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National Organization: UK Army
Research and present about career opportunities and entry requirements in the UK Army.

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Skills and Qualifications
Identify the essential skills and qualifications needed for careers in the uniformed protective services.

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Career Pathways
Explore the potential career pathways and progression within the uniformed protective services.

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Reflection and Decision-Making
Reflect on the research and make an informed decision about a preferred career in a local and national organization.

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Write down 3 things you learned in this lesson.

Slide 28 - Open question

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.
Write down 2 things you want to know more about.

Slide 29 - Open question

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.