can help them decide which option suits them best. In groups, students discuss • key differences between options choices, feedback to whole group. Go through • new qualifications levels and explain terminology and the new grading system. For more details on the new grading system see www.gov.uk 6 changing Students consider the Introduce the idea of the • job market change in the Labour changing job market, and look Market and the effect at the graph on page 22 as a it may have on the whole group. job market and their Students complete • lifestyle, and choices. exercises 1 and 2 in small groups and then contribute to class discussion. 7 personal Students identify In groups students discuss • learning and personal learning and activities/tasks they do in or thinking thinking skills they outside of school which styles use in their daily lives require them to use PLTS (each group focusing on 1 or 2 PLTS). Groups feed back to rest of class (where possible, highlight importance of skills to compete for jobs in the labour market). Students research career • ideas looking at the skills required and making links to PLTS. 8 money Students identify key In small groups/pairs match • matters types of financial key word to definition. support, available Ask groups for definitions of • post and describe the each, filling in gaps. financial implications of their post-16 choices. 9 choices Students understand Class reads the information • now, choices that different people on Macey and Danielle. later have different Discuss, including what they motivations and the each wanted from work. implications. Individual completion of • They can explain the exercise 1 and then 2. financial benefits of Discussion points could being better qualified include monetary value of higher level
can help them decide which option suits them best. • In groups, students discuss key differences between options choices, feedback to whole group. • Go through new qualifications levels and explain terminology and the new grading system. For more details on the new grading system see www.gov.uk 6 changing job market Students consider the change in the Labour Market and the effect it may have on the job market and their lifestyle, and choices. • Introduce the idea of the changing job market, and look at the graph on page 22 as a whole group. • Students complete exercises 1 and 2 in small groups and then contribute to class discussion. 7 personal learning and thinking styles Students identify personal learning and thinking skills they use in their daily lives • In groups students discuss activities/tasks they do in or outside of school which require them to use PLTS (each group focusing on 1 or 2 PLTS). Groups feed back to rest of class (where possible, highlight importance of skills to compete for jobs in the labour market). • Students research career ideas looking at the skills required and making links to PLTS. 8 money matters Students identify key types of financial support, available post and describe the financial implications of their post-16 choices. • In small groups/pairs match key word to definition. • Ask groups for definitions of each, filling in gaps. 9 choices now, choices later Students understand that different people have different motivations and the implications. They can explain the financial benefits of being better qualified • Class reads the information on Macey and Danielle. Discuss, including what they each wanted from work. • Individual completion of exercise 1 and then 2. Discussion points could include monetary value of higher level
Step-Programme-SOW.docx