Before you start

1. Before you start A few bits of advice for presentations: • Use the template well – its been put together to make preparation easy, encouraging interaction and the use visual aids • Make it interactive – involving the audience keeps them concentrating and interested, ask questions and get them involved • Use images as prompts- this paints a picture for the audience

2. Guess My Role Enter your name here along with the Trust that you work in, adding a photo of you when you are NOT in work • Insert your Trust logo here, to do this: • Click View  Slide Master • Click on the first slide on the left • Paste the picture to this area • Click View  Normal (check it lines up ok)

3. Ice Breaker • Its really useful to have a 5-10 minute ice breaker, this helps the students join in and feel more confident in engaging with the presenter • Encourages working together • Provides a good atmosphere for learning and participation • There are plenty of examples of Ice Breakers online, Health Careers have produced this useful guide: https://www.hee.nhs.uk/sites/default/files/documents/HA%20Icebreaker%20activities.pdf

4. Section 1 - Who am I… • Introduce just your name and the trust that you work in • The organisation you work for (have they heard of it?) • Explain section 1 of the activity – Guess my role Involves students asking questions after each slide (clue) but are not allowed to guess your actual role until the end of section 1

5. Clue 1 • Add photos of your department or area of work • Make the photos interesting but not too easy to guess • Show equipment you may use in your role - close up shots make guessing harder and hold the concentration of the audience • Answer any questions regarding your role without giving the game away – it’s a good idea to ‘plant’ a few questions with the teacher at the beginning just in case you need support

6. Clue 2 • Use pieces of equipment that are not obvious to your role • Possibly use pictures of conditions that you may treat in your role – this could be skin conditions, allergy reactions , fractures, x-ray results, diagnostic finds. Remember to ensure that patient data and confidentiality are respected and adhered to at all times • Pass them around the room to create conversation • Answer more questions

7. Clue 3 • Now its time to give it away, use a clue that will enable the group to possibly guess your role • Use the next slide to ‘take a vote’ on what your occupation is!

8. Am I… • A. • B. • C. (Use similar roles when deciding on the other options, this will educate the learner in the different roles within healthcare rather than assume everyone is a ‘Nurse’

9. Share a story • Ask if they know anyone that may have had contact with someone who has the same role as you – its surprising how much learners will want to share a story of a relative / friend who may have suffered from a health condition connected to your role

10. Section 2 - A Day Being Me Add a photo of you when you in the workplace, in uniform if you wear it and possibly with your team

11. Lets all get involved • Carry out an activity that you would do in your role, making it interactive for the students • Use props such as an age suit, beer goggles, blood pressure testing, UV lights, stethoscopes, liquid thickeners, bandages, • Demonstrate equipment, how it is used and the reason you would use it allowing students to have a go too • Use videos to show equipment in use, or of an experiment taking place with the use of equipment you take along with you on the day

12. The difference I make • ‘Before and after treatment’ pictures are good to use to show the difference you make every day in your role • Use example pictures or samples, asking the students to suggest what the ailment may be • Use photos showing the difference between normal and an abnormality, disease or injury etc.

13. My Average Day • Possibly give a scenario or story of something that has happened within your working day that would be really interesting to that age group • Use photos or props • A quick two minute video of members of your team giving a quick summery explaining the best part about being in this particular role is another idea

14. Section 3 So How Did I Get Here? • Give a short explanation to why you chose this role in the NHS • When did you first decide you wanted to do this – possibly use a few photos of you at this age • Explain what the service you provide means to you • Benefits of working in the NHS, e.g. pension, holidays, helping others

15. How to Become a (enter your role) • Talk about the current entry criteria for the role • Experience / Voluntary work benefits if applicable to this role • Mention other attributes that could be beneficial to this role e.g. patience, compassion, caring, team player, flexible • Recommend any external websites or resources where they can find more information: e.g. Health Careers, Royal College of Nursing, College of Occupational Therapists

16. Design a ‘ME’ person • At the end of the session sometimes an activity is a great way to round up the information that has been given in order to confirm the learning that has taken place, • In Groups • draw an ideal NHS staff member • decide on their job role and label the qualities they need to possess

17. One that’s already been done Just wanted to show an example of the fun involved with this workshop as well as important learning

18. Any Questions?

19. Find out more Greater Manchester NHS Careers & Engagement Hub • Support to learners • Information and signposting • Resources, events and opportunities • Volunteering and work experience • Links to local providers Contact: Website: gmcareershub.nhs.uk/ Email: careers.hub@cmft.nhs.uk Twitter: @GMCareersHub Facebook: GMCareersHubWeb`