8 Are you Students recognise Tutor-led discussion about • sure that’s the difference differences between and ‘fact’ true? between and ‘facts’ ‘belief’. and are Students complete Exercise 1 ‘beliefs’ • introduced to the individually or in importance of Tutor to go through the • checking the accuracy answers and encourage of facts. Students are discussion, using notes on encouraged to page 14. consider careers based on their interests and abilities and not because of stereotypes. 9 Students can explain Tutor to explain the idea of • Budgeting the basic principle budgeting. Individually or in behind budgeting, pairs, students complete and have an Exercise 1. In small groups, understanding of key students to discuss their terms such as answers what they felt to be – disposable income. essential/luxuries any – differences of opinion etc. In same small groups, • students discuss and complete Exercises. 2 and 3 and then share answers with the class. • Students use internet/resources to complete Exercise 4. 10 How do Students know that Tutor led discussion around • you make decision making is a what decisions student make decisions? complex process and in their daily lives and the they are able to types of decisions they may identify their own have to make in the near areas for future. development. Students complete quiz and • score themselves, feed-back results. Tutor led discussion on • merits of different decision making styles. 11 Writing Students understand Tutor to introduce the idea • an action the importance of of action planning and setting plan planning, and how to goals and targets. set realistic goals and Students look at example • targets for action plans in groups and themselves. discuss for example, are the – targets realistic, and will they help towards the goal? Students to complete • individual action plans.
8 Are you sure that’s true? Students recognise the difference between ‘facts’ and ‘beliefs’ and are introduced to the importance of checking the accuracy of facts. Students are encouraged to consider careers based on their interests and abilities and not because of stereotypes. • Tutor-led discussion about differences between ‘fact’ and ‘belief’. • Students complete Exercise 1 individually or in • Tutor to go through the answers and encourage discussion, using notes on page 14. 9 Budgeting Students can explain the basic principle behind budgeting, and have an understanding of key terms such as disposable income. • Tutor to explain the idea of budgeting. Individually or in pairs, students complete Exercise 1. In small groups, students to discuss their answers – what they felt to be essential/luxuries – any differences of opinion etc. • In same small groups, students discuss and complete Exercises. 2 and 3 and then share answers with the class. • Students use internet/resources to complete Exercise 4. 10 How do you make decisions? Students know that decision making is a complex process and they are able to identify their own areas for development. • Tutor led discussion around what decisions student make in their daily lives and the types of decisions they may have to make in the near future. • Students complete quiz and score themselves, feed-back results. • Tutor led discussion on merits of different decision making styles. 11 Writing an action plan Students understand the importance of planning, and how to set realistic goals and targets for themselves. • Tutor to introduce the idea of action planning and setting goals and targets. • Students look at example action plans in groups and discuss – for example, are the targets realistic, and will they help towards the goal? • Students to complete individual action plans.
Step-Programme-SOW.docx