MP2019-1.jpg

Y7 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: Solve the employability skills anagrams (3 different versions, hard, easier, easy)

Challenge: What links the words?

Activity 1: Matching challenge – each student has a statement or n employability skill card. They need to match the statements to the skills

Activity 2: How would you define the skills – discussion then give students a copy of the skills and definition table to stick in their books. Discussion – which is the most important and why?

Activity 3: Images of 14 different jobs (you do not have to go through all of them) – which of the skills are needed for each job? Which skill is the most important for that job?

Activity 4: 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

Skills and statement matching cards, one set for the whole class

Skills and definition sheet, 1 per student

Tracker sheets in the back of PSHE books  

Lesson 2: Communication in the workplace

Learning Objective:

Why are communication skills so important in the workplace?

Learning Outcomes:

E: Identify different methods of communication

F: Identify old and new methods of communication and say why things have changed

D: Describe how communication skills are developed in school

S: Explain why accurate communication is important

M: Explain the importance of effective communication in school and in the workplace  

Hook Starter: Images of braille, semaphore and Morse code. What is the link between the images and what is today’s lesson title?

Activity 1: Which is the odd one out? Why? There is no wrong answer, providing students can justify their choice.

Activity 2: Make a list with a partner of all the different types of communication you can think of. (Suggestions on the next slide)

Activity 3: Pairs communication challenge – one student describes a picture to their partner – they cannot show it to them – how accurate is the explanation? Change over. Challenge: work in 4s so the description has to be passed from 1 >2 > 3 > 4 who draws it.

Activity 4: Chinese Whispers – In groups of 6-8 (divide class into 3 equal teams) standing in lines, pass a sentence from one person to the next, they must whisper so only the person you are talking to can hear. The last person writes it down.

Activity 5a: In the same groups, one person is given an instruction – they have to sort the ‘team’ out according to the instruction by talking to the team.

Activity 5b: In the same groups, one person is given an instruction – they have to sort the ‘team’ out according to the instruction by using non-verbal communication. No-one is allowed to speak.

Activity 6: In pairs, create a collage to illustrate how you can improve communication in school.

Extension: Peer assess how you and your partner worked together

Plenary: 30 word Tweet ‘Communication is important because…… 30 more words,  

Keywords

Communication

Effective

Accurate

Detailed

Skill Builder

Listening

Problem Solving

Staying Positive

Teamwork

Leadership

Differentiation

Differentiated learning outcomes

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

PowerPoint

Images for description activity

Chinese whisper statements

Group sorting challenges  

Lesson 3: Teamwork in the workplace

Learning Objective:

Why is teamwork so important in the work place?

Learning Outcomes:

E: Identify some of the elements of good teamwork

F: Describe some characteristics of good teamwork

D: Describe characteristics of poor teamwork

S: Explain the importance of effective teamwork in school

M: Evaluate the importance of developing good teamwork in school for your future career  

Hook Starter: Identify the first letter of each picture. Rearrange the letters to work out the lesson title (2 versions – easier and more difficult)

Activity 1: What are the characteristics of good teamwork – partner discussion, feedback and justify your answer. (Suggestions on the next slide) Decide on which characteristics the class are going to aim to use during the lesson.

Activity 2: In groups of 3-4 sort out the definitions of teamwork jigsaws (answers provided) Did the group use the characteristics that the class decided on?

Activity 3: Bridge building challenge – construct a bridge from the equipment provided (not allowed to use anything else) How long can you make it? Will it support one or more 2p pieces Measure and judge the bridges. Make sure that all the equipment is cleared away and any unused materials are returned.

Activity 4: Number puzzle challenge – can they complete the number puzzle (solution on next slide)

Activity 5: Group feedback about how well each group has worked as a team

Plenary: Which characteristics of good teamwork are the most important? What do your group think? Do you agree? Why / why not?  

Keywords

Teamwork

Communication

Effective

Accurate

Detailed

Skill Builder

Listening

Presenting

Creativity

Problem Solving

Leadership

Teamwork

Differentiation

Differentiated learning outcomes

Resources available for students working on laptops and on different colours  

PowerPoint

Teamwork jigsaws

Equipment for bridge building task

Metre ruler

2p pieces

Number puzzle sheets 1 per group  

Lesson 4: Problem solving, decision making and being enterprising

Learning Objective:

Why are problem solving, decision making and being enterprising so important in the workplace?

Learning Outcome:

E: Identify the key characteristics of being enterprising

F: Identify a potential solution to a problem in school and describe the process involved

D: Identify a potential solution to a work based problem and describe the process involved

S: Explain why enterprising skills are useful for problem solving in school and in the workplace

M: Evaluate the importance of effective decision making in the work place and the value of enterprising  

Hook Starter: Images of 4 people and their companies – who are they and what links them? (Solution provided)

Activity 1: Can you identify something that causes a problem in school and suggest some solutions? Use the ‘Consider all factors template’ on the board to come up with possible solutions, pros and cons of each and the best solution

Activity 2: In groups, use the ‘Consider all factors’ sheet to identify the problem, pros and cons of potential solutions and decide on the best solution for a work related problem. Feedback to the class about what each group decided

Activity 3a: 2 minutes to decide on as many words or phrases as you can think of that describe someone who is enterprising

Activity 3b: Write a definition of ‘that describes someone who is ‘enterprising’

Activity 4: Complete the ‘enterprising people’ work sheet as a group – more names can be added Feedback to the class who students have written on their lists and why.

Activity 5: In pairs, create a mind map showing which skills and qualities the person in the case study possess

Extension: Suggest something that could be done to improve the person’s situation

Feedback to the class skills, qualities and solutions

Plenary:

30 word challenge

E:Identify the key characteristics of being enterprising

30 word challenge

F: Identify a potential solution to a problem in school and describe the process involved

40 word challenge

D: Identify a potential solution to a work based problem and describe the process involved

40 word challenge

S: Explain why enterprising skills are useful for problem solving in school and in the workplace

50 word challenge

M: Evaluate the importance of effective decision making in the work place and the value of enterprising

Set homework – collect and bring in any resources e.g. cardboard boxes, plastic cups / bottles, bottle tops, ribbon, lollipop sticks, cardboard tubes. Anything that may be useful in your Entrepreneur Construction Challenge that you will be doing over the next 2 lessons.  

Keywords

Problem

Solution

Decision

Consequences

Enterprise

Entrepreneur

Skill Builder

Listening

Presenting

Problem Solving

Creativity

Teamwork

Differentiation

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

PowerPoint

Consider all factors sheet – 1 per group

Paper copies of the work related problems

Enterprising people worksheet

Paper copies of case study information  

Lesson 5 and 6: Entrepreneur Challenge

Learning Objective:

To produce a prototype for a ‘new’ product and improve employability skills

Learning Outcome:

E: Help to design a new product and work effectively as part of a team

F:Help to design a new product and actively participate in it’s production and presentation

D: Help to design a new product and help develop the presentation using the 4Ps

S: Demonstrate teamwork skills and a knowledge of the 4Ps in a presentation

M: Demonstrate leadership and teamwork skills and a clear understanding of how to market a product.

Hook Starter: Images of ‘old’ and ‘new’ products. What name is given to someone who invents a new product or designs updates to improve products? How many can you name?

Activity 1: Write the definition of an entrepreneur in exercise books

Activity 2: Sort the class into groups of 3-4 and introduce the Design Brief and the Entrepreneur Challenge. Go through the Design Brief and ensure students know what they have to do. Design, construct, produce an advertising poster and practice a presentation – it needs to be completed by the end of the lesson.

Plenary: What needs to be done before next lesson to ensure that your presentation is ready? Store all products safely until next lesson.

 

Lesson 6

Starter: Allow students a maximum of 10 minutes to ensure their products, posters and presentations are ready.

Activity 1: Presentations – as each group presents, the other groups act as judges using the score sheets provided

If possible, take photos of the products and posters

Plenary: Peer and Self-Assessment – guidelines on the slide Any outstanding products may be displayed…..

Keywords

Entrepreneur

Design

Product

Price

Place

Promotion

Skill Builder

Listening

Presenting

Problem Solving

Creativity

Teamwork

Leadership

Differentiation

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

PowerPoint

Design Brief

Limited amount of equipment

Score sheet  

Lesson 7: Introduction to Careerweb

Learning Objective: What is the Careerweb, how do I access it and what information is available to me?

Learning Outcomes:

E: I can login to the Y7 section on careerweb

F: I can login to careerweb and access information about job sectors

D: I can access information about job sectors that interest me

S: I can explain what job sectors are and identify sectors that interest me

M: I can evaluate which job sectors are likely to be the most important to me with my current future career plans  

Hook Starter: Images of people doing different jobs. What links the images? What word or phrase could be used to describe them all?

Activity 1: Introduction to the Careerweb and job sectors Step by step guide to accessing the careerweb from student zone

Activity 2: How to register or login

Activity 3: Step by step guide to access the job sector research task

Activity 4: Information that needs to be collected about one of the job sectors – information can be written in their books

Plenary: Have you achieved your learning outcome or a hgher one?

E: I can login to the Y7 section on careerweb

F: I can login to careerweb and access information about job sectors

D: I can access information about job sectors that interest me

S: I can explain what job sectors are and identify sectors that interest me

M: I can evaluate which job sectors are likely to be the most important to me with my current future career plans

Keywords

Careerweb

Job Sector

Skill Builder

Listening

Problem Solving

Aiming High

Differentiation

Differentiated learning outcomes