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Unit 1 Careers and Aspirations

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1 Unit 1 Careers and Aspirations
Year 9 Tutor Time Autumn 1 Unit 1 Careers and Aspirations

2 Resource List These resources are also itemised on the Teacher Guidance Notes front page for each lesson in the powerpoint. A resource pack will be provided to you before the start of the unit. C1-C25 signs Job cards x8 Careers Advice sign (to be displayed in the classroom) ICT – laptops or iPads Career Exploration worksheets x30 Dice and counters x6 sets Projector Speakers Internet Post-it notes


4 L1 – Teacher Guidance The aim of this lesson is for students to consider the difference between a job and a career and to start to identify careers that they would like to pursue and plan for how they would get there. They will also be considering the idea of aspirations and assessing their own skills, interests and life priorities. Resources needed: access to the internet from whiteboard, speakers, Diamond 9 cards Starter (10mins) – Students look at the photo segments on the slide and try to identify which jobs are represented. Teacher reveals the different jobs. Ask the class which they would describe as ‘jobs’ and which as ‘careers’. Elicit what the difference is and perhaps that any job could be a career depending on a variety of things. Part 2 (5mins) – Students choose what their dream career might be and write a short paragraph using the sentence starter on the slide. You could also just ask students to think of an answer and then get verbal feedback Part 3 (15mins) – Diamond 9 activity. Talk to students about the fact that their life priorities will have some impact on what they decide to do in the future. Show the example on the slides to explain the task and then hand out the card sorts. Students work in pairs to complete. As they complete they write a reflection on this task using the structure in slide 8. Have slide 8 on the board. Choose some pairs to give feedback on their top and/or bottom priority, giving reasons for their answers. Part 4 (5mins) – Tell students you are going to play a song. They should listen to it and read the lyrics and try to work out what the message of the song is. Get feedback on what students think the message is. Elicit motivation, hard work and aspiration if they don’t come up Part 5 (15mins) – students write a letter/note to their future self, outlining what their dream is and what they have to do to reach that goal. Plenary (10mins) – Ask students to select a key sentence from their letter to share with the class. Choose random students to read the sentence they chose. The Diamond 9 cards can be made by using the attached sheet.

5 L1 Aspirations Learning Objectives
Understand the difference between ‘job’ and ‘career’ Evaluate your life priorities Assess needs, interests, skills, attitudes and aspirations

6 Play – Which job is that? Pilot Waiter Chef Marine Mechanic
Pictures reveal with titles, left to right, top first Looking at the chart in the link at the bottom left of the slide will help you with the difference between job and career Chef Marine Mechanic What is the difference between a job and a career?

7 Aspirations Setting goals for the future – what is your dream and how can you get there? If you could pick any dream career, what would it be and why? Write a short paragraph explaining your answer. In the future I would like to be…because…

8 What is important to you?
Most important Money Being famous Being the boss Least important

9 What is important to you?
Most important Having a family Job satisfaction Being famous Least important

10 My top life priority is…
This is important to me because… My least important life priority is… This is less important to me because… Extension – start to think about how this fits in with your dream job – do they match up?

11 Hall of Fame Listen to the song and read the lyrics.
What is the message of the song? Hall of Fame

12 What do the underlined parts suggest?
Yeah, you can be the greatest You can be the best You can be the King Kong banging on your chest You could beat the world You could beat the war You could talk to God, go banging on his door You can throw your hands up You can beat the clock You can move a mountain You can break rocks You can be a master Don't wait for luck Dedicate yourself and you gon' find yourself Standing in the hall of fame And the world's gonna know your name 'Cause you burn with the brightest flame And the world's gonna know your name And you'll be on the walls of the hall of fame You can go the distance You can run the mile You can walk straight through hell with a smile You could be the hero You could get the gold Breaking all the records they thought never could be broke Yeah, do it for your people Do it for your pride How you ever gonna know if you never even try? Message – you can do anything is put your mind to it… 

13 Writing a letter to your future self
Using everything you know about… Your life priorities The need to keep yourself motivated Having aspiration Working hard Following your dreams Write yourself a letter to open when you are 30. Dear… You may remember back in year 9 that you realised that job satisfaction and feeling challenged are the most important life priorities for you. Don’t give up on this. Even if you feel that you have not yet reached where you want to go, keep yourself focused. You can succeed if you work your hardest…

14 Plenary Choose one sentence from your letter to yourself that you think is the best or has the most important message The teacher will ask some students to read their selected sentence to the class

15 L2 – Teacher Guidance The aim of this lesson is for students to evaluate range of careers information for reliability and relevance to their own context. They will also understand the usefulness of local labour market information in choosing a career and consider the link between the job market and their chosen profession. Resources needed: post-it notes, signs for the wall with C1-C25 (one number on each piece of paper), job cards x8 Starter (5mins) –Students look at the different sources of information on the slide and rank them according to how useful they think they would be in helping to plan their future career. Get feedback. Part 2 (10mins) – Students look at the list of different career areas and choose which one their dream job would be in. The write their career choice on a post-it and stick it under the number signs that are stuck up around the room (C1-C25). Ask students to stick each post-it one under the other so that it is easy to see results. Look at results and discuss where the most and least post-its are and why Part 3 (10mins) – Show students the graph and point out the particular parts that are highlighted on slide 18. Compare to what the class results showed. Use slide 20 to talk to students about labour market information, what it is and why it is important. Part 4 (20mins) – Change, change, change Activity – Divide the class into 8 groups and give them an occupation type. On each of the following slides a particular change scenario will be given that will affect the local labour market in some way. Students have to work out with their group whether their occupation would increase in availability or decrease and give suggestions about why. The should also consider whether there are any new jobs that might need to be created. Home Learning(5mins) – explain the Home Learning task to students. They need to collect information about jobs in the local area and bring them in to stick on a class poster about the local labour market. Plenary (10mins) – News Flash Summary. Students prepare a headline for a newspaper or second news flash that summarises one thing they have learnt this lesson.

16 L2 Sourcing and Using Information
Learning Objectives Evaluate the usefulness of different types of information Access different sources of careers information Analyse the link between labour market information and their personal career choice

17 Starter Look at the different sources of information below. Rank them according to how useful you think they would be to you in planning for your career – 1 is most useful Careers Advisor Labour Market information (what kinds of jobs are available) Careers websites (such as Connexions) Your parents or carers Do volunteer work or a part-time job Newspapers People who work in the field you are interested in Your tutor Library Have students rank these sources of information. Then discuss why some things would be more or less useful/reliable than others. You can print the last slide in this lesson to display on your tutor room wall about where to go for careers help and advice. Refer to it at the end of this task by drawing students’ attention to where it is displayed in the room.

18 Straw Poll Look at the following slide that shows a list of the different occupational areas Next to each occupation there is a code Look through the list and decide which area your dream career would be in (ask your teacher if you’re not sure) Write your code on a post it note Put your post-it note on the wall under the appropriate sign. Make sure you put one post-it under another so that they form a line underneath each sign


20 Results Look at the results of your poll
Where are most of the choices? Look at the graph on the next slide The purple lines show the % of year olds choosing a career in this area How similar or different were the results of your class? The green lines show what % of workers will be required for that career up to 2020 What does that mean for your careers choice?


22 This is called Labour Market Information
Why is it important to consider Labour Market Information when you are making career choices? Or is it important? How would you find out the Labour Market Information for Greenwich? Possible answers for sources of information might be; Connexions, Greenwich council, Careers Advisor, Greater London Authority (GLA), Office of Statistics

23 Change, Change, Change Divide class in 8 groups
Each group will be given an occupation type On each of the following slides a particular change scenario will be given Students have to work out with their group whether their occupation would increase in availability or decrease Are there any new jobs that might need to be created? The cards are on the slides at the end of the lesson presentation.

24 The number of births in the area increase by 20%

25 A new factory is planned for the area, specialising in the creation of electric cars

26 The DLR line is to be extended from Woolwich to Eltham by 2020

27 The World Cup will be hosted by England in 2026

28 A film company is going to use the Greenwich area as the setting for a new blockbuster film

29 Home Learning Using local sources (e.g. newspapers), the internet and their own knowledge, students collect information about local jobs and careers. They should bring in newspaper clippings, printed information from the internet, graphs, quotes, interviews with parents etc to contribute to a class poster illustrating the local labour market. Students bring in their piece/s of information in registration times over the next week and stick it on a class poster (a piece of sugar paper or A3 paper prepared by the tutor with the heading “Local Labour Market”). Students should be encouraged to do this by themselves. They should put their name on their piece of information – that way the tutor can check who has completed the task just by looking at the poster.

30 Plenary Students prepare a headline for a newspaper or second news flash that summarises one thing they have learnt this lesson

31 C1 C2 C3 C4 The following 7 slides have the codes pre-printed for teachers to print out and cut up to put in a line on the wall of their classroom. You can just write them out yourself if it’s easier.

32 C5 C6 C7 C8

33 C9 C10 C11 C12

34 C13 C14 C15 C16

35 C17 C18 C19 C20

36 C21 C22 C23 C24

37 C25 C

38 Medical Teaching Construct-ion Real Estate Agent
The following 7 slides have the codes pre-printed for teachers to print out and cut up to put in a line on the wall of their classroom. You can just write them out yourself if it’s easier.

39 Mechanic Journalism Architect Banking
The following 7 slides have the codes pre-printed for teachers to print out and cut up to put in a line on the wall of their classroom. You can just write them out yourself if it’s easier.

40 Where can I get Careers Advice?
Connexions - They have a lot of career information, plus useful links Careers Advisor in school Ms Springer (Humanities office) The Point Opening hours: 9am to 5pm Riverside Centre, Woolwich High Street, Woolwich SE18 6DF

41 L3 – Teacher Guidance The aim of this lesson is for students to conduct their own career exploration and to appreciate that choosing a career is a serious business that has many different considerations. They will identify a career area that seems right for them and then work on getting to know more about that career choice. They should be able to use knowledge gained in previous lessons to inform this work. Resources needed: student laptops or iPads, career exploration worksheets (if wanted) Starter (10mins) – Quick Quiz – Which Career is Right for Me? Students complete the quiz shown on the slide by choosing the relevant letter. The teacher shows the next slide for students to consider what their answers say about them and the kind of job they might want or be good at. Part 2 (10mins) – Context setting discussion. This can be done by asking students to think of or write responses to each of the questions on the slide and then choosing random students to share their ideas. Or it could be done by grouping the students and allocating one question to each group, have them come up with a response and then feed back to the class. Part 3 (35mins) – Students perform their own career exploration. You can hand out sheet to help them to focus their search or just use the questions on the slide. Students should aim to answer all questions. You may want to choose some particular questions that must be done, but this will depend on your class. Plenary (5mins) – Mystery Guest. Each student uses the occupation that they have been researching. Invite one student at a time to the front of the room. The rest of the class questions them (to strictly ‘yes’, ‘no’ or ‘don’t know’ responses) to work out which occupation they have chosen. Students cannot ask a question or make a guess if they already know which occupation the person chose!

42 L3 Career Exploration Learning Objectives
Identify one or more careers that they think they could pursue Conduct research on a career option of choice Consider the major elements of career exploration Understand that career choice should be about more than pay considerations

43 Which Career is Right for Me
Which Career is Right for Me? Answer this quick quiz as honestly as you can. Don’t think about your answers too much, go with your instinct. If you think that none of the answers relate to you, go with the closest one to how you feel. Write down the letter of each answer you choose.

44 What do you answers say about you?

45 What is Career Exploration?
Put your hand up if you know what kind of career you want to pursue Discussion What is career exploration? Why is it important to begin exploring careers now? Do you believe there is only one job for any one person? Why or why not? Do you believe that once you decide on a job, you should stick with it for the rest of your life? Why or why not? What things are important to you in a job? In other words, what things are you looking for in a job? Establish focus with students by asking this series of questions. Encourage participation. Question point 3 - List these items on the board or flip chart. This list might include such as items as status, income, power, geographic location, and opportunity for advancement. Keep in mind that this list could be unlimited because each individual places value on different criteria. Once the list is complete, encourage students to think in terms of long-term planning; that is, look at a job in terms of opportunities the job might provide in the future and not just what it provides for today.

46 Career Exploration You will be spending the rest of this lesson researching a career that you are interested in There are a range of questions that you will need to answer You should start by using one of the following sites; Connexions London ( - a careers information and advice site. Click on Bitesize Factsheets or Job Information Sheets on the home page Fast Tomato ( – a careers guidance service to help you to choose a career This research can also extend into next lesson. Students have to register for Fast Tomato but it is just a guest login so no details are necessary. They don’t have to put the registration code in, just their first and last name and school year. When they continue they search for Thomas Tallis and then select it from the list. They will then be given a username and password which they can write down to use again at home or at a later date. You can register for your own account saying that you are in year 9 and then play around with the site so that you are more able to help the students during this lesson and later.

47 Use your research to answer the following questions…
1. What career did you choose to explore? Why did you choose this career? 2. What does a person with this job do? 3. What kind of education would you need to have this job? 4. Approximately how much money would you make with this job? 5. How many of these jobs are there in the UK? 6. What is the future for this job? Will it become more or less popular? Why? 7. What are jobs that are similar to this one? 8. What kinds of future development opportunities are there in this job? These questions can also be printed as a handout for students to write on if that is more appropriate for your class. The sheet should be kept in their students folders.

48 Plenary Mystery Guest Each student should now have an occupation that they have been researching. Invite one student at a time to the front of the room. The rest of the class questions them (to strictly ‘yes’, ‘no’ or ‘don’t know’ responses) to work out which occupation they have chosen. You cannot ask a question or make a guess if you already know which occupation the person chose! To make sure that people who already know don’t answer you can get a show of hands at the start of each student’s turn if they think they already know the chosen occupation. These people are then placed under a ‘cone of silence’. You can ham this up if you feel comfortable or construct the talking ban in a different way.

49 L4 – Teacher Guidance The aim of this lesson is for students to continue their careers exploration work but to take it one step further. They will use the information and skills that they have developed so far to create a futuristic job that doesn’t yet exist. This will help them to understand what is required in preparing themselves for a future that is not always certain. Resources needed: Projector/sound Starter (5mins) – Ask students to imagine what job they might have in 30 years time. It can be a job that they already know of and want or they can make something up (it is 30 years in the future after all!). Part 2 (10mins) – Watch Shift Happens. As students watch they take notes of the different things that have changed over time in terms of technology, population, communication and jobs. This information will help them later in the lesson. Part 3 (10mins) – look at and discuss the future jobs that some people have identified. There are many of these on the internet and you can encourage students to tell the class about some that they have seen or even ones that they can imagine. Part 4 (20mins) – Students create their own 21st Century job, using the information that they have seen about the way the world is changing, the examples they have just seen and what they know about careers from previous lessons or their own knowledge. They could present their job in the way that the examples are presented. Plenary (15mins) – Students present a verbal Job advert to a group of their classmates. Circulate to hear as many of the adverts as possible.

50 L4 A 21st Century Career Learning Objectives
Recognising the value of lifelong learning Demonstrating critical thinking Analysing and evaluating academic and career skills needed in occupational areas Differentiating among personal qualities that are needed for particular careers Thinking creatively

51 Predict the Future Imagine that you can see your future in this crystal ball. What do you see yourself doing as a career or for a job in 30 years time?

52 Shift Happens Watch the clip
Take note of the different things that have changed over time in terms of technology, population, communication and jobs You will be using this information to create your own 21st Century job Click on the title to access the clip

53 5 Best jobs of the Future! The following 5 slides come from a website outlining the 10 best future jobs, the link for which can be accessed through the title of this slide





58 Create your own 21st Century Job
Using the information from past lessons, the video Shift Happens and the examples you have just seen, create your own 21st century job You must include; Job Title Job Description Trend (that is, why will this job become necessary? What will have changed in the world to make it necessary?) Education Essential Skills and Qualities You can click on the picture that says “Sight” for a 6’30” futuristic video that considers the extreme of augmented reality. You could just play the first couple of minutes for students to start thinking about a different future or you could play the whole thing in registration prior to the lesson. Watch first. It’s not subtitled and is a bit freaky/depressing/interesting/exciting depending on your perspective. For the purpose of this unit you would just draw out the career implications but might be useful at a different time for general discussion of ethics and the future and what students think of this scenario.

59 Plenary Students present a verbal job advert for their job to a small group of classmates The should focus on what the job is and what the requirements are in terms of; Education Skills Personal Qualities Students can present in small groups or to the class

60 L5 – Teacher Guidance The aim of this lesson is for students to think of the work they have done on careers and the future and create a 10 step plan for getting to where they want to be. They will think about what it means to be successful and what their pathway needs to look like. They will be aware that you need to plan ahead. Resources needed: post-it notes, (dice and counters to play the made Snakes and Ladders game if there is time) Starter (10mins) – students try to memorise as many of the words on the first slide as possible in 1 minute. They then write down or indicate 3 personal and 3 professional words of where they want to be in 10 years time. Part 2 (15mins) – Consequences game. Put students in groups of 4. Each person has a piece of paper. Students copy and complete starter sentence 1 on the next slide then they fold over the paper so no one can read it and pass it on to the next person. The next person copies and completes starter sentence 2 that is on the slide and they fold over the paper and pass it on. Continue like this for all 4 sentences. When all four sentences are complete students open the paper that is in their hands. They take turns to read their papers to the group (maybe only 2 or 3 students will get time to read them out). From the ones read out students vote on which decision pathway is most plausible. Groups nominate one member to present their decision to the class, explaining why it is a plausible pathway (one thing leads to the next most likely). If there isn’t a plausible one then choose any and say why it isn’t plausible. Part 3 (30mins) – Snakes and Ladders. Making and playing game. Students create a snakes and ladders game according to the guidelines on the slide that show their 10 step plan for the future, including possible obstacles (snakes) and opportunities (ladders). As students finish making the games they can form groups to play the games. Plenary (5mins) – Students write down one sentence on a post-it note that will help them to make informed choices in the future. Get students to share their sentences on the way out the door.

61 L5 Planning for the Future
Learning Objectives To identify possible long term goals To begin to prepare for the choices that will enable your long-term goals to be realised

62 Success Money Being a boss Working outdoors Working with people
Music Exercise Responsibility Making and designing things Helping people Laugher Family Love New and old friends New places Traveling Free Time Keeping Busy Reading Dancing Being happy Smart Show students this slide for 1 minute. Their task is to try to memorise as many of the words and phrases as possible.

63 Write down as many of those words or phrases as you can remember…
Now make a list of 3 personal and 3 professional words or phrases that describe what you want and where you want to be in 10 years time… Use the words provided and feel free to add your own… End

64 Consequences Each person has a piece of paper
Copy and complete starter sentence 1. Fold over the paper so no one can read it and pass it on to the next person. Copy and complete starter sentence 2. Fold over the paper and pass it on. Continue like this for all 4 sentences

65 I chose____________ as one of my options because…
Copy and complete these sentences. Each one on a different piece of paper I chose____________ as one of my options because… Fold When I am 16 I want to… (education type?) When I am 18 I want to be…(education or work?) When I am 24 I would like to be… (career?)

66 Now open up the paper in your hand…
Take turns to read it out to the rest of the group. As a group decide upon which ‘decision pathway’ is the most plausible and which is the least. Consider: Whether the earlier decisions enable the later decisions. Nominate someone to present your findings to the rest of the class. Put students in small groups of about 4 for this exercise. You will need to define the underlined terms. Chose 2 or 3 of the groups to present their ideas.

67 Snakes and Ladders You’ve identified some goals! Great!
Now design a 10 step plan to reaching your goals. Draw 10 boxes, 5 on top and 5 on the bottom For each step say one thing you need to do to succeed and write it in the box (include the age you think you will be when that step happens Now identify two places you may need to be careful of snakes (they can take you back stages) and two places you can use ladders (they can help you skip stages).

68 Example: 1 Choose the right options (14 years) 2 Work Hard 3
Pass GCSEs (16 years) 4 Apply for and get an apprenticeship 5 6 7 8 Get a well paid and secure as an IT engineer (23 years) 9 10 Be in charge of a network in a big company (30 years) 3 -> 2 There is a snake from 3 to 2 as if you fail your GCSEs then you may have to go back a step. There is a ladder from 4 to 8 as if you get an apprenticeship then you might get to a paid position faster. This is just a way of getting students to think about the steps they need to take to get to their ultimate career goal and what the obstacles might be along the way. Explain to students that the most important part of this task is the 10 step plan. If you have time then students can play their games with each other. 4 -> 8

69 Post-It Challenge As we’ve seen, it can be hard to know if we’re making the right choices. But there are things we can do to make sure we have considered the impact of our choices properly. On your post-it: Write down one catchy sentence you can use to help yourself make informed choices about your future.

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