Students complete Exercise 2 • individually. 2 Are work Students can list some In small groups, students • and school of the similarities and complete mindmaps on the so differences between differences between school different? school and work. and work, and the similarities. Students can describe Groups feedback to the • some of the ways class, tutor facilitates they will be expected discussion. to behave at work. Students complete Exercise 1 • individually. Extension activities: Students talk to an adult – parent/carer/family friend/tutor about how they – are expected to behave at work and produce a list of dos and don’ts. 3 What do Students can identify Discussion about why people • you want some of the different work. Tutor gives examples of from motivators people different occupations e.g. – work? may have for going to nurse, artist, actor, work. Students entrepreneur what – explore what would motivates them to work in that motivate them when field? choosing a career. Students complete exercise 1 • individually and their answers in pairs. Extension activities: Produce a class graph showing the most and least popular motivators for the group. Students use internet and careers resource centre to produce a 4 Which Students know how to Use these exercises in out where Careers • job goes use careers library/ conjunction with a visit to the office is (opposite F8) and where? learning resource area careers library/learning who they should contact if to access information resource centre. they have a question: Mrs about careers. Students use the resources Dukes- refer them to the • to complete the activity intranet for websites to working in small groups. research and the school Small groups feed back their website for info on • findings to the class. different subjects. 5 They Students can explain Students complete exercise 1 • said what? that there are likely to in or small groups. Talk be changes in the job about why it’s hard to predict market by the time the future. In small they leave education, groups, students come up with and have been predictions about the next 10 introduced to the years. Tutor can provide a main trends theme, e.g. new
• Students complete Exercise 2 individually. 2 Are work and school so different? Students can list some of the similarities and differences between school and work. Students can describe some of the ways they will be expected to behave at work. • In small groups, students complete mindmaps on the differences between school and work, and the similarities. • Groups feedback to the class, tutor facilitates discussion. • Students complete Exercise 1 individually. Extension activities: Students talk to an adult – parent/carer/family friend/tutor – about how they are expected to behave at work and produce a list of dos and don’ts. 3 What do you want from work? Students can identify some of the different motivators people may have for going to work. Students explore what would motivate them when choosing a career. • Discussion about why people work. Tutor gives examples of different occupations – e.g. nurse, artist, actor, entrepreneur – what motivates them to work in that field? • Students complete exercise 1 individually and their answers in pairs. Extension activities: Produce a class graph showing the most and least popular motivators for the group. Students use internet and careers resource centre to produce a 4 Which job goes where? Students know how to use careers library/ learning resource area to access information about careers. • Use these exercises in conjunction with a visit to the careers library/learning resource centre. • Students use the resources to complete the activity working in small groups. • Small groups feed back their findings to the class. out where Careers office is (opposite F8) and who they should contact if they have a question: Mrs Dukes- refer them to the intranet for websites to research and the school website for info on different subjects. 5 They said what? Students can explain that there are likely to be changes in the job market by the time they leave education, and have been introduced to the main trends • Students complete exercise 1 in or small groups. Talk about why it’s hard to predict the future. In small groups, students come up with predictions about the next 10 years. Tutor can provide a theme, e.g. new
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