nothing ever stays the same: thematic unit employability

Employability:It’s Up to Me

Learning for Life and Work (MLD)

Nothing Ever Stays the Same:Thematic Unit

Writers’ Group

Nora O Baoil, Fleming Fulton School, Belfast (Editor)Mura Kennedy, Fleming Fulton School, Belfast (Editor)Avril Fryer, Rostulla School, NewtownabbeyRuth McCreadie, Longstone School, BelfastJune Richardson, Cedar Lodge School, BelfastFionnuala Saunders, St Gerard’s Education Resource Centre, BelfastPauline Brady, Rathmore Guidance Centre, AntrimColm Hassan, Belmont School, LondonderryMary Connolly, Erne School, EnniskillenEileen McKeown, Erne School, EnniskillenMary McKendry, Castle Tower School (Loughan Campus), Ballymena

Associate TeachersDenise Maguire, Newtownabbey Educational Guidance CentreBronac O’Connell, Sunlea Educational Guidance Centre, Coleraine

A CCEA Publication ©2009

www.nicurriculum.org.uk

Cover Photograph: Jupiter Images

1 Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address interpret and develop the Northern Ireland Curriculum’s key elements and Statements of Minimum Requirement.

Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles and make connections to the Cross Curricular Skills.

The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt and extend them as appropriate for your classes.

Unit Title: Nothing Ever Stays the SameSub Theme: Employability: It’s Up to Me

Thinking Skills and Personal Capabilities: Working with Others

Curriculum Objective: To develop the young person as a contributor to the economy and environment

Key Elements: Personal understanding, mutual understanding, personal health, moral character, spiritual awareness, citizenship, ethical awareness, cultural understanding

Attitudes and Dispositions: Personal responsibility, concern for others, openness to new ideas, curiosity, tolerance, integrity-moral courage, respect, community spirit, tolerance

Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, offers choice, supportive environment, ongoing reflection, enquiry-based, challenging and engaging

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Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

EmployabilityCareer ManagementAssess personal skills and achievements to date; identify areas of interest and set targets for self-improvement

EmployabilityCareer ManagementEngage in the personal career planning process to investigate and reach decisions about post-14 options, recognising that attitudes to work will change over time and are influenced by family and community values

EmployabilityCareer ManagementPractise presentational and self-marketing skills

EmployabilityEnterprise and EntrepreneurshipIdentify and practise the skills and attributes which make one enterprising

Statements of Minimum Requirement

These are the Statements of Minimum Requirement that are addressed in this unit:


Communication –Contribute comments, ask questions and respond to others’ points of view

Listen actively and share opinions

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

What can I do? ... explore skills and qualities. Explore as a class the definitions of the terms skill and quality. Take suggestions from your learners and eventually lead them to the correct definitions. Qualities generally describe a person, whereas skills can be learned. Then, encourage them to identify examples of skills and qualities. They could use the internet to search for these.

Allow your learners to select and attempt a challenge from the set of cards in Resource 1. The challenges involve varying levels of skill and draw on different personal qualities (for example jog on the spot for 30 seconds, do a dance or tell a joke).

After the activity, discuss the challenges with your learners. Were some more difficult than others to complete? Why were they more difficult? Explore together whether skills can be taught/learned and whether your skills increase or decrease as you get older.

Resource 1: Challenge Cards

Communication –Listen to and take part in discussions,explanations, role plays and presentations

Resource Sheet in this booklet

Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk

Skills tabs printed in orange are Thinking Skills and Personal Capabilities

Skills tabs printed in yellow are Cross Curricular Skills

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What can I do? ... explore skills and qualities. Divide the class into small groups, and have your learners sort the situations provided in Resource 2 into ‘Skills’ or ‘Qualities’ and discuss what the particular skills and qualities are.

Then, ask the groups to stick their results into Resource 3 and compare and discuss with the other groups.

Resource 2: Skills Or Qualities?

Resource 3: Record Sheet

Investigate with your learners the general skills they may already have and use on a daily basis. For example, discuss the number of ways they communicate most days:– Orally – face-to-face or telephone. Include how they automatically look for

feedback from the person/audience they are talking to;– Writing – answering questions, emailing, texts, etc;– Reading – environmental print, text messages, etc; and– Listening – instructions, friends’ problems, etc.

Extend the discussion to identify more specific individual skills that they may have, for example musical, artistic, athletic, etc. Finally, encourage all of your learners to make positive comments about themselves and their skills.


Using ICT –Create, develop, present and publish ideas and information using a range of digital media

Communication –Communicate information, ideas, opinions, feelings and imaginings using an expanding vocabulary

Develop routines of turn-taking, sharing and co-operating



What are my special skills and qualities?

… develop confidence and self-belief.

Build on your previous discussions with your learners by exploring the skills and qualities they feel they have. Ask them to sort the skills and qualities cards in Resource 4 into three categories:– those they have;– those they don’t have; and– those they are developing.

Then, use the PowerPoint to develop your learners’ understanding of the skills and qualities they already have as well as how these skills are transferable.

Resource 4: Skills And Qualities Cards

PPoint: Your Skills

You can make links to Using Mathematics by creating a Venn Diagram/bar chart of the results of the class’ most common/shared skills and qualities.

Help your learners to highlight four individual skills and four qualities they feel are most important to them. Use Resource 5 to record these. Some of your learners may need to draw simple pictures of the skills and qualities they possess or cut and stick pictures from magazines.

Resource 5: My Skills And Qualities

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What are my special skills and qualities?

… develop confidence and self-belief.

You can make links to Using ICT and Communication by having your learners select one of their strongest skills or qualities from Resource 5 and creating a short presentation for the rest of the class that explains why they feel this way. They could use PowerPoint, Clicker5 or Photo Story.

Refer to the online Education for Employability File (MLD) Section for more detailed Key Stage 3 resources: www.nicurriculum.org.uk/inclusion_and_sen


Using Mathematics –Read, interpret, organise and present information in mathematical formats

Give and respond to feedback

Communication –Speak clearly and structure talk so that ideas can be understood by others



How have my interests changed?

… develop an awareness of change.

Discuss with your learners how their interests have changed over time and how some of their skills and qualities have developed. To help focus their thinking, ask them to recall interests, qualities and skills from certain periods of their lives (refer to Resource 6 for suggested age ranges).

Use their answers from Resource 4 and Resource 5 as sources for discussion and to recall their current skills and qualities. Then, have them complete Resource 6 to record how their interests have changed over time.



Resource 6: How Have My Interests Changed?

Further suggestionsAs an extension activity, have your learners create an individual timeline of their changes in interests, skills and qualities. Alternatively, create a whole-class timeline where you identify shared skill, quality or interest milestones and together plot these on the timeline.

You could also use the internet, books and magazines to examine how famous people’s interests, qualities and skills have changed over time. For example Posh Spice’s interests changed from music to fashion to, most recently, acting – and her skills have had to change accordingly. Likewise, Ant and Dec might be another recognisable example, going from actors to musicians to presenters over the years.

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Communication –Contribute comments, ask questions and respond to others’ points of view


Communication –Listen to and take part in discussions, explanations, role plays and presentations



What would I like to be able to do?

… explore personal aspirations. Together, explore possible future achievements/ambitions that your learners aspire to. Have them record these in Resource 7. Then, ask your learners to sort their choices from most important to least important.

Next, ask your learners to share some of their ambitions. Explain to the class that some aspirations can be extremely difficult to achieve, and use made up ambitions to illustrate your point. For example, becoming an astronaut or a David Beckham look-a-like could be very challenging. Next, discuss with your learners what they would need to focus on to achieve their ambitions. Responses might include:– enrolling in a course at an FE college;– taking a part-time job;– joining a sports club; and– obtaining voluntary work.

Then, investigate what timescales would be appropriate to achieve one of their ambitions.

Resource 7: My Ambitions

Encourage your learners to think about the skills and qualities they need to fulfil one of their ambitions. Ask them to list in Resource 8 the steps they need to take to reach that goal. Then, have them confirm their intent to achieve the goal by filling in the contract in Resource 9.

Resource 8: Reaching A Goal

Resource 9: Personal Affirmation


Communication –Find, select and use information from a range ofsources

Communication –Use evidence from texts to explain opinions

Communication –Contribute comments, askquestions and respond to others’ points of view


Give and respond to feedback

Listen actively and respond to feedback



What skills do I need for the future?

… investigate the importance of the skills and qualities needed for work and adulthood, and make informed choices.

Discuss together the concept of work. What is work? To consolidate the concept, identify which of your learners have had part-time jobs. Allow some of them to give a short talk or presentation on their experiences, challenges and good times in these jobs.

Next, in pairs or in groups, encourage your learners to reflect on the questions in Resource 10. Then, have them feedback their responses to the rest of the class. Highlight similarities and differences in your learners’ answers and the possible reasons for their answers.

Resource 10: What Is Work?

Together discuss the skills and qualities people may need as they grow up and enter the world of work:– Skills: communication, teamwork, problem-solving, being enterprising, planning

and organising, using ICT, using maths, leadership skills, etc.– Qualities: reliable, dependable, hardworking, independent, co-operative,

enthusiastic, punctual, honest, responsible, trustworthy, fair, etc.

Focusing particularly on communication, explore with your learners how we communicate via telephone, in email, during meetings, when writing letters and when dealing with complaints. Then, ask your learners to put together a portfolio or e-folder of their current communication skills. A portfolio could be completed for other skills and qualities as well.

Finally, explain to your learners that they will gradually develop these skills and qualities and gain new ones.

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Communication –Listen to and take part in discussions, explanations, role-plays and presentations





Allow your learners to complete Resources 11–14, and as a class use Resources 15 and 16 to play the Who Am I? game, to allow them to explore the types of skills and qualities needed for particular jobs. Finish by asking them to consider which of these job-related skills and qualities they have already.

Resource 11: Shelf Filler

Resource 12: Dishwasher

Resource 13: Garden Centre Worker

Resource 14: Cleaner

Resource 15: Who Am I?

Resource 16: Occupation Picture & Charades Cards

Divide your learners into two teams. Cut out and give each of them an occupation card from Resource 16. Taking turns, have each team act out the job on their card. Ask their team to collectively decide what they think the job is. If they are correct, give them a point. If they are incorrect, the other team gets a chance to guess and win the point.

Conclude by asking your learners to list some of the skills and qualities needed for particular jobs.







As a group, explore how most jobs can be divided into the following six groups:– working with people;– working with your hands;– office work;– work needing lots of study or scientific knowledge;– work based on a natural skill; and– working for yourself.

Either individually, in pairs or in groups, ask your learners to sort the jobs in Resource 17 into the six groups.

Next, ask your learners to match the skills and qualities from Resource 4 that are necessary for the particular occupations.

Resource 17: Job Matching


Provide your learners with copies of Resource 18 and discuss the different working patterns needed for different jobs. How do they feel they would/could cope with the different patterns? Then place them in partners and have them complete Resource 19 to consider the positive and negative aspects of the different patterns.

Resource 18: Working Patterns

Resource 19: Examining Working Patterns

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Give your learners the choice to either act out or discuss scenarios about negative qualities that people in the workplace may display. See Resource 20. Follow this, by discussing the effect these negativities may have on other people.

Resource 20: Things To Remember When At Work

Further suggestionsAs an extension activity, have your learners use clues to identify different places of work in Resource 21 and to identify different occupations in Resource 22.

Resource 21: The Workplace

Resource 22: People Who Help Us


Using Mathematics –Read, interpret, organise and present information in mathematical formats

Communication –Contribute comments, askquestions and respond to others’ points of view



What skills and qualities do I need at home?

… evaluate and appreciate their own and others’ work.

Explore with your learners what the term ‘work’ means at home. Discuss whether the same skills and qualities that apply to external work also apply to the home situation.

Next, provide your learners with Resource 23 and ask them to record the different jobs that members of their families do to help at home. Then, create a Venn Diagram/bar chart to identify the spread and number of jobs around particular family members. Look closely at the findings to see if some family members carry out more work in the home than others:– Who has the most to do? – What particular jobs do certain family members carry out? – From the results, who does the outside work, such as gardening? – What jobs do the children tend to do?

Finally, display the diagram or bar chart in the classroom, and have your learners either discuss or write a short piece of text on the possible reasons for the results.

Resource 23: Jobs At Home

Further suggestionsAs an extension activity, your learners could use Resource 4 to identify what skills and qualities each family member needs for their jobs in the home.

Using the internet, your learners could research how jobs in the home have changed over time. They could interview and record parents/grandparents on how they think jobs in the home have changed.

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Communication –Communicate information, ideas, opinions, feelings and imaginings, using an expanding vocabulary

Communication –Use a range of texts for information, ideas andenjoyment

Take personal responsibility for work with others and evaluate own contribution tothe group



What job suits me? … consider a range of career options.

Using the cards in Resource 16, have your learners sort and classify the jobs into these three headings:– those they would like to do;– those they are unsure about; and– those they would definitely not like to do.

Help them to identify their preferred sectors of employment by working through Resource 24. Then, have them use Resource 4 to identify and match the skills and qualities they feel would be necessary for each occupation shown in Resource 16. Next, ask your learners to assess whether the skills and qualities they previously recorded as possessing in Resource 5 match the skills and qualities they need for the occupations they would like to do.

Have your learners complete Resources 25 to consolidate learning. Then, encourage them to identify what skills and qualities they feel they need to acquire for their selection of preferred jobs.

Finally, discuss together how to go about acquiring these necessary skills and qualities (for example gain qualifications at school, enrol on an evening course or voluntary work). List the ideas on the white board.


Resource 24: Would I Like To Work Here?



Resource 25: Possible And Unlikely Career Choices


ResourcesResources


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Resource 1

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Challenge Cards (1 of 3)

Select and try to complete one of the following challenges.

Sing a song for the class.

Stand on one leg for 30 seconds. Bounce a ball 10 times.

Count backwards from 20.

Draw a picture of your teacher in 30 seconds.

Count to 10. Tell a joke. Make an animal noise.


Resource 1Challenge Cards (2 of 3)

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Talk for 30 seconds about a television programme or a

film you have seen. Do a dance.Don’t blink for

30 seconds.Balance a book on your

head for 30 seconds.

Say the days of the week in the correct sequence.

Make a noise like a baby crying.

Don’t speak or smile for 30 seconds.

Make a funny face at the rest of the class.


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Resource 1Challenge Cards (3 of 3)

Turn over this card and repeat these letters in

the correct order:

D B Y S W

Use one hand to catch a small ball thrown by

the teacher.Say the first names of

everybody in your class.

Repeat the words of a nursery rhyme from

beginning to end.

Jog on the spot for 30 seconds.

Talk for 30 seconds about a game you like playing.

Balance a ruler on one finger for 30 seconds.

Touch your toes three times in 15 seconds.

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Resource 2Skills Or Qualities? (1 of 2)

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I can play golf well.I can score a penalty at a football match.

I can read aloud at a church.

I tell the truth when I have done something wrong.

I can get ready for school on my own.

I am generous. I share sweets.

I am patient. I wait for friends who are late.

I am helpful to my friends.


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Resource 2Skills Or Qualities? (2 of 2)

I can ride a bike. I can win a sprint race.

I am confident. I can speak in front of people

during assembly.

I am friendly. I let others join in a game even if they’re not my friend. I write neatly. I can cook a meal.

I am responsible. I keep my bedroom tidy.

I can play a musical instrument.

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Resource 3

Skills

Record Sheet (1 of 2)


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Resource 3Record Sheet (2 of 2)

Qualities


Resource 4Skills And Qualities Cards (1 of 10)

Sort the cards into skills you have, ones you don’t have and ones you’re developing.

Skill Card Skill Card Skill Card Skill Card

I can… I can… I can… I can…

read signs and labels

follow instructions

give directions

write neatly

use ICT explain ideas speak to new people

use the telephone




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count accurately

listen to others

work alone think of new ideas

find information use a calculator read maps make speeches







tell the time ask for help plan how to do tasks

organise others

word process ask questions solve problems make decisions




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work with others workunsupervised

get on well with people

get up on time

cope withemergencies

lead a group complete tasks on time

think quickly







mend andfix things

work safelyread and

understand instructions

co-operate with others

manage money design and make things

speak another language

give advice




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Sort the cards into qualities you have, ones you don’t have and ones you’re developing.

Quality Card Quality Card Quality Card Quality Card

I am… I am… I am… I am…

patient confident practical hardworking

honest energetic sociable outgoing







observant careful responsible logical

creative enthusiastic co-operative helpful to others




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responsibile realistic calm assertive

accurate curious resilient strong







funny motivated musical artistic

mechanical persuasive organised tidy




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adaptable tolerant considerate sensitive

polite punctual

Quality Card Quality Card

I am… I am…


My Skills And Qualities (1 of 2) Resource 5

My name is ………………………………………………………………………………………………………………… . I can do many things and I have many good qualities.

I can…

Skills QualitiesI can…

I can…

I can…

I am…

I am…

I am…

I am…


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Resource 5My Skills And Qualities (2 of 2)

My name is ………………………………………………………………………………………………………………… . I can do many things and I have many good qualities.

I can…

Skills QualitiesI can…

I can…

I can…

I am…

I am…

I am…

I am…


How Have My Interests Changed?

Are your interests now the same as when you were younger? Are there things you are able to do now that you could not when you were smaller? Use the table below to write down how your interests and skills have changed over the years.

Resource 6

Age

0-5 years 5-10 years 10-13 years 15+ years

An Interest/ Skill Then

The Interest/ Skill Now

(Has it changed, grown, been outgrown?)


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Resource 7My Ambitions

Think about achievements and abilities that you’d like to have in the future. Then, record these in the bubbles below using words, drawings or photos.

Now rank these ambitions in order of importance.

1. .......................................................................................... 2. .............................................................................................. 3. ......................................................................................................

4. .......................................................................................... 5. .............................................................................................. 6. ......................................................................................................

Most Important

Least Important


Reaching A Goal Resource 8

My Goal…

My starting point…

Least Important


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Resource 9Personal Affirmation

I, ...........................................................................................................................................................................

hope that I will be able to:

...............................................................................................................................................................................

...............................................................................................................................................................................

The skills I will need to improve include: ........................................................................

...............................................................................................................................................................................

The qualities that I will have to develop further are: .............................................

...............................................................................................................................................................................

Signed: .....................................................................................Date: ........................................................

My Personal Affi rmation


Resource 10

Work means different things to different people. Think about and discuss the following questions.

What Is Work?

Why do we have to work?

Can we earn a living if we don’t have a

job?What is a job?

Can we be happy if we don’t work?

Is being a pupil at school work?

Is playing sport work?

Can we be happy if we don’t have a job? What is a career? Does enjoying your

job matter?

Is being a volunteer work?

Do we work at our hobbies and

interests?

If you didn’t have to work – would you still want to?

Is being a ‘star’ work? Can work be fun? Is being a

criminal work?

Do we have to get paid for work? What is a vocation? Is being a

parent work?


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Resource 11Shelf Filler

A shelf filler works in a shop. He or she puts goods on shelves. It is very important to place the goods neatly. Labels must face forwards so that customers can read them. Shelf fillers also wash shelves. Sometimes customers might ask questions. It is important for the shelf filler to be polite and helpful.

Answer these questions:

Where does the shelf filler work? ........................................................................................................................

...............................................................................................................................................................................

...............................................................................................................................................................................

What does the shelf filler do? ...............................................................................................................................

...............................................................................................................................................................................

...............................................................................................................................................................................

What skills does a shelf filler need? ....................................................................................................................

...............................................................................................................................................................................

...............................................................................................................................................................................

What qualities does a shelf filler need? ...............................................................................................................

...............................................................................................................................................................................

...............................................................................................................................................................................


Dishwasher

A dishwasher works in a kitchen. A dishwasher washes and dries dishes, knives, forks, spoons, cups, pots, pans and glasses.

A dishwasher must follow instructions from the kitchen supervisor. The supervisor explains how the dishes should be washed and dried properly. A dishwasher may also put away dishes after they have been dried. A dishwasher’s job is very important, as people use these dishes for eating and drinking.

Resource 12


Where does a dishwasher work? .........................................................................................................................

...............................................................................................................................................................................

What does a dishwasher do? ................................................................................................................................

...............................................................................................................................................................................

Who might give the dishwasher instructions? .....................................................................................................

...............................................................................................................................................................................

Why is a dishwasher’s job important? ..................................................................................................................

...............................................................................................................................................................................

What skills does a dishwasher need? ..................................................................................................................

...............................................................................................................................................................................

What qualities does a dishwasher need? .............................................................................................................

...............................................................................................................................................................................


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Resource 13Garden Centre Worker

A garden centre worker works at a garden centre. His or her jobs might be to plant seeds, plant flowers and water plants. A garden centre worker works outside in all types of weather. Sometimes the worker is asked to carry plants to a customer’s car. It is very important for the worker to be polite and helpful.


Where does the garden centre worker work? ......................................................................................................

...............................................................................................................................................................................

What types of jobs are done in a garden centre? .................................................................................................

...............................................................................................................................................................................

What kind of weather does the worker work in? .................................................................................................

...............................................................................................................................................................................

What might the worker carry to a customer’s car? .............................................................................................

...............................................................................................................................................................................

What skills does a garden centre worker need? ..................................................................................................

...............................................................................................................................................................................

What qualities does a garden centre worker need? ............................................................................................

...............................................................................................................................................................................


Cleaner

A cleaner works in a building. Their main job is to keep a building clean and tidy. The cleaner might sweep floors, empty bins, clean windows and wash tables. A cleaner might listen carefully to instructions and work hard to keep an area clean.

Resource 14


Where does a cleaner work? ................................................................................................................................

...............................................................................................................................................................................

What is the main job of a cleaner? .......................................................................................................................

...............................................................................................................................................................................

What might a cleaner do? .....................................................................................................................................

...............................................................................................................................................................................

What might a cleaner use? ...................................................................................................................................

...............................................................................................................................................................................

What skills does a cleaner need? .........................................................................................................................

...............................................................................................................................................................................

What qualities does a cleaner need?....................................................................................................................

...............................................................................................................................................................................


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Resource 15Who Am I?

Read the following clues one at a time to your class. Learners (either in groups or individually) should try to identify the correct occupation in the least number of clues. Provide them with the first sheet of picture cards in Resource 16 if you feel this is necessary or helpful. After each occupation is discovered, discuss with your class what skills and qualities would be needed for that job.

Who am I?1. I wear a waterproof outfit.2. I work with children.3. You will see me beside a road.4. I hold a large stick shaped like

a lollipop.5. I help people cross the road.

Who am I?1. I work with clients.2. People make appointments to see me.3. I use a special chair.4. I use scissors.5. I cut hair.

Who am I?1. I work in a shop.2. I scan things.3. I pack things in bags.4. I speak to customers.5. I take money.

Who am I?1. I wear black and white clothes.2. I talk to customers.3. I write things in a notebook.4. I work in a place with a lot of tables.5. I deal with food.

Answer: Lollipop man/woman Answer: Hairdresser Answer: Checkout operator Answer: Waitress/Waiter

Who am I?1. I wear a uniform.2. I am based in a station.3. I travel in a red vehicle.4. I use a hose.5. I put out fires.

Who am I?1. I wear my own clothes.2. I talk a lot.3. Sometimes I shout.4. I work in a room.5. I work with pupils.

Who am I?1. I wear overalls.2. I work in people’s houses.3. I change the colour of things.4. Sometimes I use a roller.5. Sometimes I use a paintbrush.

Who am I?1. I work outside.2. I am strong.3. I use a trowel.4. I build things.5. I work with bricks.

Answer: Firefighter Answer: Teacher Answer: Painter Answer: Bricklayer


Occupation Picture & Charades Cards (1 of 2)

Who Am I? gameProvide a copy of this first sheet of pictures to any learners who you feel would find them helpful.

Resource 16

Lollipop Man/Woman Hairdresser Checkout Operator Teacher Painter Waiter/Waitress

Firefighter Bricklayer Chef Market Seller Window CleanerProfessional

Football Player

Occupation CharadesCopy and cut out the cards below. Provide half to each team and have the teams act out the occupation using charades. Continue until all of the cards have been acted out.


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Resource 16Occupation Picture & Charades Cards (2 of 2)

Farmer Child MinderSecretary/

Receptionist Bank Clerk Vet Dentist

Doctor Pop Star Joiner ArtistBouncer/ Club

Doorman Bus Driver


Resource 17

Look at the list of jobs and sort them into the six categories below. Some jobs may belong in more than one category. One has been done for you as an example.

Job Matching

Working with people Working with your hands Office work Work needing

a lot of studyWork based on a

natural skill Working for yourself

Firefighter Firefighter

Hairdresser Joiner Window Cleaner Painter and Decorator

Call Centre Worker Footballer Child Minder Farmer


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Short TermThis means the maximum amount of time you will be employed to do a job (for example a builder).

SeasonalThis means you are in a job for a ‘season’ (for example picking fruit or working as a Santa in a shopping centre).

Resource 18Working Patterns

Shift workThis means you may work at different times each day or each week.

ContractedThis means you are employed to do a certain job for a particular time for a fixed payment rate.

TemporaryThis is a job that will only last for a certain period of time. At the start of the job you often don’t know how long it will last.

Zero HoursThis means you will be on call in the place where you work, but there might not be work for you to do. You only get paid when you work.

PermanentThis job lasts until the employer or the employee ends it for different reasons: Employee - for promotion or moving.

Employer – because you did not perform well enough or because of redundancy.


Resource 19

Work with a partner. Make a list of some of the good things and some of the not so good things about each of the different working patterns.

Think about the effects on: your free time, your spending money, your lifestyle or your family life.

Examining Working Patterns

Way of working (contract) Good things Not so good things

Short Term

Shift Work

Permanent

Temporary

Zero Hours

Seasonal

Contracted


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Do you think an employer would think that this person was dressed and behaving appropriately?

What do you need to remember when you get dressed for work?

What other appropriate behaviour would this person need to think about?

What do you think this girl is doing wrong?

What would you need to remember when you go out to work?

What is the person in the picture doing that is dangerous?

What would you do if you saw someone doing something dangerous in the workplace?

Resource 20Things To Remember When At Work (1 of 2)

Act out or discuss together the scenarios below. Is this how people should behave in the workplace? How would this behaviour affect others?


What do you think is wrong with the man in this picture?

What do you need to remember to do during the week days when you are working?

What do you think is happening in this picture?

What do you think you should do if you saw this happening in the workplace?

What do you think is happening in this picture?

What would you do if you saw something like spilled water that could be dangerous?

Resource 20Things To Remember When At Work (2 of 2)

Act out or discuss together the scenarios below. Is this how people should behave in the workplace? How would this behaviour affect others?


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Resource 21The Workplace

Identify a place where…

…customers can buy a birthday card

…people can buy postage stamps and post letters

…cars are serviced

…you can buy clothes that you would like to wear

…old people are cared for

…children under five years old can play safely together

…you can have your teeth checked

…you can deposit or withdraw money

…you can buy a new carpet

…everyone wears a uniform

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p _ _ mbe _ Someone who can help you if you have a water leak in your house.

n _ rs _ Someone who cares for you if you are sick in hospital.

p _ li _ e o _ _ icer Someone who can help if you have been a victim of crime.

v _ _ If your pet was ill or needed injections, you would bring them to see this person.

b _ _ k manag _ _ This person allows you to open a new bank account.

f _ r _ f _ ghte _ This person comes to help if your house catches on fire.

po _ tm _ n Someone who delivers letters and parcels to your house.

est _ t _ agen _ This person will help you sell or buy a new house.

m _ lkm _ n Someone who delivers milk to your door every morning.

jo _ ner A person who can fix or fit things made of wood in your house.

e _ ectr _ cian Someone who can fix or fit lights in your home.

People Who Help Us

Try to identify the following jobs by filling in the blanks. There are some clues to help you.

Resource 22

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Resource 23Jobs At Home

To run a home well, all family members need to help out. Below, put the names of your family members in each box and list the jobs they each do in your home. Use the back of the sheet if you need more space to list your family members.

Name:

Jobs:

Name:

Jobs:

Name:

Jobs:

Name:

Jobs:

Name:

Jobs:


Would I Like To Work Here? (1 of 3)

Fill in the name of the business and gave it a score depending on how much you would like to work there.

Resource 24

Work Place Name of Business SCORE2 for definitely 1 for maybe 0 for no

A place where:

customers can buy birthday cards.

people can buy postage stamps. Post Office

cars are serviced.

you can make a will.

you can buy clothes.

old people are cared for.

children under five can play safely together.

you can have your teeth checked.


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A place where:

you can deposit/withdraw money.

more than 100 people work.

you could buy a new carpet.

everyone wears a uniform.

an assembly line produces goods.

people are helped if they are ill.

young people learn.

there are typists.

you can buy a television.

Resource 24Would I Like To Work Here? (2 of 3)


Would I Like To Work Here? (3 of 3) Resource 24


A place where:

you can buy wallpaper.

you can see a film.

you can have a meal.

you can buy plants and shrubs.

you can borrow books.

people have their hair cut.

pets are taken for treatment.

you can book a holiday.

you can buy a house.


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Resource 25Possible And Unlikely Career Choices

Fill in the table with ten careers you would like and ten you would dislike.

Possible Career Choice Unlikely Career Choice

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

Name: ............................................................................................................................................

Employability:It’s Up to Me

Learning for Life and Work (MLD)

Nothing Ever Stays the Same:Thematic Unit

nothing ever stays the same: thematic unit employability

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