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Y10 PSHE Employability

Objectives and Outcomes Possible teaching activities (Starter, Main, Plenary and Homework: Consider AL, progress, pace & challenge) Key Questions / Plenary activities Keywords, Skill Builder Differentation Resources / Additional Notes
Lesson 1: What key skills are employers looking for in the workplace?

Learning Objective:

What key skills are employers looking for in the work place?

Learning Outcomes:

E: Identify some of the key skills employers require in the workplace

F: Define some of the key skills employers require in the workplace

D: Describe why certain skills are important in the work place

S: Explain which key skills are important in the workplace

M: Evaluate which are the most important key skills and justify your choices

Hook Starter: From the logos on the slide, identify the 8 employability skills and write them in books

Challenge: which is the most important and why

Activity 1: Discuss a definition of each skill in turn. Copy the definition on to the worksheet and give an example of when the skill has been used (NB this can be an example from in school or out of school) Discuss what transferrable skills are and why are they important? Discuss why it is important to be able to give an example of how / when you have used skills.

Activity 2: Read the different statements about each skill on the progress tracker in the back of exercise books. Students should highlight which statement applies to them for each skill.

Plenary

E: Which of the key skills employers require in the workplace are you best at? Why? Which are you worst at? Why

F: Which of the key skills employers require in the workplace do you think is most important? Are you good at this skill? Why / why not?

D: Why are key skills important in the work place? Which skill are you the worst at? How could you improve?

S: Explain why transferrable skill are important in the workplace. How can you develop these skills in school?

M: Which are the most important transferrable skills? Justify your choices. Which lessons are the best for developing transferrable skills in school? Why?

Keywords

Listening

Presenting

Problem

Solving

Creativity

Staying Positive

Aiming Higher

Leadership

Teamwork

Skill Builder

As above

Differentiation

Differentiated learning outcomes

Resources available for students to access on laptops different colours if required.

PowerPoint

Worksheet

Tracker sheets in the back of PSHE books

Lesson 2: Career Pilot – What jobs would be good for my skills and interests? COMPUTER ROOM

Learning Objective:

Complete the careerpilot questionnaire and research one of the jobs it recommends

Learning Outcomes:

E: Identify one job that you may be good at

F: Identify one job that you may be good at and investigate what it involves

D: Identify three jobs that you may be good at and investigate what one involves

S: Identify three jobs that you may be good at, investigate what each involves and find similar jobs that may be of interest

M: Identify three jobs that you may be good at including what they involve and explore other related jobs within the same job sectors

Hook Starter: Can students recognise Careerweb from Y10 and remember how to log on?

Activity 1: Depending on how far they got during PSHE lessons in Y9, students should either:

  1. Register and start using careerpilot to map their skills
  2. Start the quiz to identify their skills / qualities and suggested jobs
  3. Continue working through the quiz
  4. Research job sectors / specific jobs that they are interested in
  5. Complete the worksheet
  6. Research jobs / job sectors linked to what they want to do / what careerpilot suggests would be good for them
  7. Make a note in their planners of other useful websites / check out other useful websites

Plenary: Have students achieved their learning outcome as a minimum?

E: I have identified one job that I may be good at and included the relevant information about it on my worksheet

F: I have identified one job that I may be good at and included lots of information about what it involves on my worksheet

D: I have identified three jobs that I may be good at and included detailed information about one of them on my worksheet

S: I have identified three jobs that I may be good at, investigate what each involves, included relevant information on my worksheet and find similar jobs that may be of interest to me

M: I have identified three jobs that I may be good at, completed information on my worksheet about what they involve and explored other related jobs within the same job sectors

Keywords

Career

Job Sector

Skills

Qualifications

Skill Builder

Aiming High

Problem Solving

Differentiation

Differentiated learning outcomes

Resources available for students working on laptops to access and on different colours if required

PowerPoint

Worksheet

Careerpilot programme

Lesson 3: Work Experience COMPUTER ROOM or CAREERS CENTRE

Learning Objective:

To understand the advantages of going on a work experience placement and how to find one.

Learning Outcomes:

E: Understand the importance of work experience and know where to get help with a placement

F: Understand the importance of work experience, when it will take place and where to get help

D: Understand the importance of work experience, know when placements must be sorted and how to access the relevant databases

S: Understand the importance of work experience for future career pathways and know how to access relevant databases

M: Understand the importance of work experience and be confident that you have the skills to organise your own placement linked to your future career pathway

Hook Starter:

What links all these images to Murray Park?

Why should they be of interest to you?

All images show jobs that students did when they went on work experience last year

Activity 1: Discussion of why students are given the opportunity to go on work experience and what they can get from it and the deadlines involved

Activity 2: Instructions on how to find a placement

Activity 3: Instructions on how long students can work and what they are not allowed to do

Activity 4: Instructions on how to apply for a placement and what to do once they have secured one

Activity 5: Opportunity to start looking for a placement

Plenary: Have you achieved your learning outcome today?

E: I understand why I should go on work experience and know where to get help with a placement

F: I understand the importance of work experience, know when it will take place and where to get help

D: I understand the importance of work experience, know when placements must be sorted by and how to find information about placements

S: I understand the importance of work experience for future career pathways and know how to access relevant databases to help me find a suitable placement

M: I understand the importance of work experience and I am confident that I have the skills to organise your own placement linked to my future career pathway

Keywords

Work

Experience

Deadline

Health and Safety

Employers

Liability

Insurance

Skill Builder

Listening

Problem Solving

Aiming Higher

Differentiation

Differentiated learning outcomes

Resources available for students working on laptops to access and on different colours if required

PowerPoint

Copies of Letter template, reply slip and information about how to find placements

Lesson 4: CVs COMPUTER ROOM

Learning Objective:

Understand what a CV is, why it is important and include the basic information on your own CV

Learning Outcome:

E: Create your CV using the template and include basic personal information

F: Create your CV using the template and include grammatically correct personal information

D: Create your CV using the template and include your personal details and details of your education

S: Create your CV using the template including all education history and GCSE subjects which is all grammatically correct

M: Create your CV using the template, include education history, GCSE subjects and information about your interests

Hook Starter: Possible answers to CV=

Activity 1: Instructions to enable students to login to Careerweb going through the school website with instructions on how to register if they have not already done so NB Staff can register / login in the same way

Activity 2:

  1. Complete personal details section on CV
  2. Complete education section on CV
  3. Complete qualifications section on CV
  4. Bullet point interests
  5. Instructions on how to save CVs and where to access them in the future

Plenary: Have you achieved your learning outcome or more?

E: I have started to create my CV using the template and include basic personal information

F: I have started to create my CV using the template and my personal information is grammatically correct

D: I have started to create my CV using the template and have include my personal details and details of my education

S: I have started to create my CV using the template including all my education history and my GCSE subjects and it is all grammatically correct

M: I have started to create my CV using the template, include all my education history, my GCSE subjects and I have also included some information about my interests

Keywords

CV

Curriculum Vitae

Careerweb

Personal details

Education

Qualifications

Interests

Skill Builder

Listening

Aiming High

Differentiation

Differentiated learning outcomes

PowerPoint

Staff information sheet

Lesson 5: The local labour market and STEM employers

Learning Objective:

To make students aware of different ways of working and local employment opportunities, highlighting STEM jobs.

Learning Outcome:

E: Identify three different ways of working and three local employers

F: Describe three different ways of working and three different local employers

D: Explain why there are so many different ways of working and link some of these to local employers

S: Identify three local employers and explain why they are STEM employer

M: Evaluate the importance of STEM employers in the local job market

Hook Starter: What (polite) ‘4 letter word’ do these pictures represent? Could you write a definition of it?

STEM – Science, Technology, Engineering and Maths

Activity 1: What is STEM and why is it important?

Activity 2:

  1. Different ways of working – how many have students heard of that are included on the information sheet.
  2. Complete the worksheet (answers provided on the powerpoint)

Activity 3:

  1. How many of the top 10 biggest local business can students identify?
  2. Why is it important to know about the local labour market?
  3. Can students work out which company is located on each map?
  4. Can student identify which of the companies are STEM?

Plenary: Have you achieved or exceeded your learning outcome for today’s lesson?

E: I can identify three different ways of working and three local employers

F: I can describe three different ways of working and three different local employers

D: I can explain why there are so many different ways of working and link some of these to local employers

S: I can identify three local employers and explain why they are STEM employer

M: I can evaluate the importance of STEM employers in the local job market

Keywords

Labour Market

Information

STEM

Science

Technology

Engineering

Maths

Skill Builder

Listening

Problem

Solving

Teamwork

Differentiation

Differentiated learning outcomes

PowerPoint

Ways of working information sheet

Ways of working student worksheet

Lesson 6: Interviews

Learning Objective:

How do you prepare for an interview and what are the most important things to remember

Learning Outcome:

E: Identify three important things required in preparation for an interview

F: Describe the most important things to do in preparation for an interview

D: Explain why preparation for an interview is important

S: Select you top five tips for interview preparation and justify your choices

M: Create a ‘preparation for interview’ guide and rank order the elements in order of importance. Justify your choice of order

Hook Starter: How are these documents connected? What would happen next?

(CV, Application form and job advert)

Activity 1: Discussion about what students options are Post 16

Activity 2: What are the stages you need to go through to get an interview and how should you prepare?

  1. Research what you want to do and where you want to go
  2. Check on different courses / jobs and visit if possible
  3. Complete CV and application form

Activity 3: Interview video

  1. Watch the video – stop every time a problem is identified
  2. Can students identify what the problem is?

Activity 4: Create your own top tips for interview preparation (WAGOLL on PowerPoint)

Activity 5: Students read through the interview questions provided and plan answers Interview each other Give feedback

Plenary: How you achieved your learning outcome or exceeded it?

E: I can identify three important things required in preparation for an interview

F: I can describe the most important things to do in preparation for an interview

D: I can explain why preparation for an interview is important

S: I can select my top five tips for interview preparation and justify my choices

M: I have created a ‘preparation for interview’ guide and rank ordered the elements in order of importance. I can justify my choice of order

Keywords

Interview

Interviewee

Preparation

Skill Builder

Listening

Presenting

Aiming High

Staying Positive

Teamwork

Creativity

Differentiation

Differentiated Learning Outcomes

PowerPoint

Hyperlinked film clip

Interview question sheets for students

Lesson 7: Qualifications and Options Post 16
To be delivered in a computer room / careers centre by Tim Taylor