This topic explores students’ rights and responsibilities in casual and part‑time employment, including roles within the gig economy. It highlights the importance of professional conduct across different workplaces, such as adhering to health and safety protocols. Students also develop an understanding of workplace confidentiality and security, including cyber‑security and data protection. The content further covers how to recognise all forms of bullying and harassment in the workplace and how to seek or offer appropriate support. Finally, it examines the role of trade unions and professional organisations, as well as when and how to constructively challenge inappropriate workplace behaviours.
Employment Rights
Legal protections all workers are entitled to, such as fair pay, safe working conditions, and protection from discrimination.
Employment Responsibilities
Duties an employee must follow, including professionalism, completing tasks, following policies, and maintaining safety.
Contract of Employment
A legally binding agreement setting out terms and conditions of a job, including pay, hours, holiday, and duties.
Statutory Rights
Minimum rights guaranteed by law, such as minimum wage, rest breaks, and protection from unfair dismissal.
Contractual Rights
Additional rights agreed in the contract, such as extra holiday entitlement or enhanced sick pay.
Minimum Wage
The lowest hourly pay rate employers can legally pay workers, with different rates for age groups and apprentices.
Develop the individual:
Create a supportive community:
In this topic learners will develop the ability to be enterprising in life and work, setting realistic yet ambitious career and life goals that align with their personal values, interests, strengths and skills. They will evaluate a range of ‘next step’ options, including higher education, further training or apprenticeships, and gap year opportunities, while also considering the implications of the global market for their future education and employment choices. Learners will explore how to identify and evidence their strengths and skills when applying for roles and preparing for interviews, how to produce a concise and compelling curriculum vitae, and how to recognise the breadth of career possibilities within a global economy.
Next Steps
The choices students make after completing sixth form, including education, training, employment, or other pathways.
Post‑18 Pathways
Options available after age 18, including university, apprenticeships, work, gap years, and vocational training.
Higher Education (HE)
Education after Level 3 qualifications, such as degrees, foundation degrees, and HNC/HND courses.
University
Institutions offering higher‑education degrees and academic or professional courses.
Further Education (FE)
Education below the level of a degree, including vocational courses, adult learning, or Level 4 qualifications.
Apprenticeship
Paid employment combined with training, resulting in a recognised qualification. Available at Levels 2–7.
Degree Apprenticeship
A programme that allows students to earn a salary while completing a university degree funded by the employer/government.
Vocational Training
Skills‑based courses linked to specific jobs or industries, such as engineering, childcare, hospitality, or healthcare.
Employment
Entering the workplace full‑time or part‑time.
Develop the individual:
Create a supportive community:
This unit equips students with the knowledge and skills to plan expenditure and budget effectively for changing circumstances, such as moving out or starting university. It develops their understanding of salary deductions, including taxation, National Insurance, and pensions, and supports them in evaluating a range of savings options. Learners are taught how to exercise their consumer rights, resolve disputes, and access appropriate support when needed. The curriculum also covers the management of financial contracts, such as mobile phone agreements and rental arrangements, alongside recognising where to seek reliable financial advice. In addition, students evaluate the potential gains and risks associated with different debt arrangements and repayment expectations, and learn to assess the risks involved in various financial ventures.
Income
Money received from work, benefits, investments, or other sources.
Gross Income
Income before any deductions such as tax or National Insurance.
Net Income (Take‑Home Pay)
Income after deductions — the amount actually available to spend or save.
Disposable Income
Money left after essential bills have been paid; can be used for savings or non‑essential spending.
Budget
A financial plan that outlines expected income and expenses over a period of time.
Develop the individual:
Create a supportive community:
In this topic learners will develop the ability to set and maintain clear boundaries around personal privacy and manage online safety in all its forms, including knowing when and how to seek appropriate help; they will learn to challenge online content that could damage their personal or professional reputation and build a positive professional online presence using a range of digital tools. They will explore how social media can expand, limit, or distort perspectives, recognising how the content they create or share may contribute to or challenge this. Learners will also become critical consumers of online information, able to identify bias, propaganda, and manipulation, and will understand when and how to report concerns or access help for themselves or others in relation to extremism and radicalisation.
Media Literacy
The ability to access, analyse, evaluate, and create media in a variety of forms.
Digital Literacy
Skills and knowledge that enable effective and responsible use of digital technologies, platforms, and tools.
Digital Resilience
The ability to cope with challenges and risks online, recover from setbacks, and make safe, informed digital choices.
Critical Thinking
The process of questioning, analysing, and evaluating information rather than accepting it at face value.
Misinformation
False or inaccurate information shared without harmful intent.
Disinformation
False information deliberately created and spread to mislead or manipulate people.
Develop the individual:
Create a supportive community: