2 Personal Students can identify Complete personal qualities • qualities and some of personal self-assessment individually jobs qualities. Students (Exercise 1 words that – understand that describe me). personal qualities can Group can consider what • affect particular personal qualities particular pathways and spare famous people have, and time activities. how they know (what Students analyse evidence personal qualities they have). associated with Group discusses answers to • particular jobs. exercises, Personal qualities and jobs, 1a-1c. Students carry out Exercise • 2, followed by individual research on websites including National Careers Service job profiles or other software programmes such as Kudos, eclips or Fast Tomato. Exercise 3 to be completed • individually. 3 Skills/Skills Students understand Complete skills • and jobs what skills are and individually. can identify some of Exercise 1 and 2, page 10. Ask their own skills. which skills students would Students can identify like to develop and why. the skills for life and Discuss how skills can be • work. developed. Students do exercise 1 • and Jobs’ activity in ‘Skills pairs. Students complete Exercise • 2, page 11, individually. 4 Tell us why Students consolidate This activity brings together it should be their learning. They the self-assessment work you begin to think how to they have done so far in present themselves Steps for Year 9. It may be in an application worth process. discussing first the kind of statements to include. They could make a list of ‘starters’ am good at...’ and have – ‘I ‘I shown this by...’ Students draft their own • statement. 5 Learning Students understand Group discusses what styles that people learn in subjects they are currently different ways. They studying and what particular know their preferred learning styles are used.
2 Personal qualities and jobs Students can identify some of personal qualities. Students understand that personal qualities can affect particular pathways and spare time activities. Students analyse personal qualities associated with particular jobs. • Complete personal qualities self-assessment individually (Exercise 1 – words that describe me). • Group can consider what personal qualities particular famous people have, and how they know (what evidence they have). • Group discusses answers to exercises, Personal qualities and jobs, 1a-1c. • Students carry out Exercise 2, followed by individual research on websites including National Careers Service job profiles or other software programmes such as Kudos, eclips or Fast Tomato. • Exercise 3 to be completed individually. 3 Skills/Skills and jobs Students understand what skills are and can identify some of their own skills. Students can identify the skills for life and work. • Complete skills individually. Exercise 1 and 2, page 10. Ask which skills students would like to develop and why. • Discuss how skills can be developed. • Students do exercise 1 ‘Skills and Jobs’ activity in pairs. • Students complete Exercise 2, page 11, individually. 4 Tell us why it should be you Students consolidate their learning. They begin to think how to present themselves in an application process. This activity brings together the self-assessment work they have done so far in Steps for Year 9. It may be worth discussing first the kind of statements to include. They could make a list of ‘starters’ – ‘I am good at...’ and ‘I have shown this by...’ • Students draft their own statement. 5 Learning styles Students understand that people learn in different ways. They know their preferred Group discusses what subjects they are currently studying and what particular learning styles are used.
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