LESSONS

KEY STAGE 3

• 11 PARTY! PARTY! Students think about how they make choices.
• 13 PART OF THE TEAM Exploring the skills needed when working with other people.
• 15 ASK A FRIEND Students assess and present their skills, qualities and abilities.
• 17 JOB FAMILIES Students look closely at information about jobs, learning that jobs can be grouped into job families.
• 19 NOW AND THEN Students consider how work is changing.
• 21 TOOLS FOR THE JOB To help students explore the knowledge and skills people need in work, and how these might be applied to a range of jobs.
• 23 DECISIONS, DECISIONS Students practise the skills of decision-making and focus on the consequences of decisions.
• 25 THE RIGHT BALANCE Students identify and weigh up the positive and negative aspects of a job that they find appealing.
• 27 WHO INFLUENCES YOU? This exercise leads students to identify and appreciate various sources of help and information.

KEY STAGE 4

• 33 QUALITIES WORDSEARCH Students identify their personal qualities.
• 35 TARGET YOUR FUTURE To help students consider the different aspects of career choice. (See Appendix, page 63).
• 37 ADVERTISE YOURSELF Students match up different jobs with the skills and qualities required. They go on to discover how they can use their skills/qualities to 'sell' themselves. (See Appendix, pages 64 & 65).
• 39 INFORMATION JUNGLE Students consider the information they need to help them with their future planning. (See Appendix, pages 66 & 67).
• 41 IS WORK DIFFERENT? Students investigate the nature of 'work' and discover how it differs from school.
• 43 CHIPS WITH EVERYTHING Considering ways in which new technology could affect work in the future.
• 45 WHAT DO I DO? Students discover what people have to be able do in their jobs.
• 47 ROUTE PLANNING To help students make decisions about the future.
• 49 GETTING BETTER Students identify areas where they can develop and devise strategies for self-improvement.
• 51 WHO CAN HELP ME? To help students develop a clear understanding of the sources of help and information available to them.
• 53 WHAT CAN I TELL YOU? Students draw up questions to ask people about what they need to do their jobs.
• 55 WHAT'S IMPORTANT TO YOU? To help students clarify their values, attitudes and preferences in relation to work.
• 57 RISKS AND CONSEQUENCES Students consider how different methods of decision-making can affect choices through risk and consequence analysis.
• 59 A SUITABLE JOB? To help students look at what people have to be good at to do their jobs - and how this can be assessed.
• 61 YOU SAID WHAT? Students discover some effects that behaviour can have in the workplace.
• 63 SORT YOURSELF OUT Students are encouraged to organise information about careers.
• 65 NEXT STEPS AT 16 Students study some of the advantages and disadvantages of the choices available to them.
• 67 AIM FOR THE FUTURE Students investigate specific career areas.
• 69 MY ROLL OF HONOUR To allow students to reflect on their positive achievements, and to continue the careers action planning process.

Appendix pages

• 73 Target template for TARGET YOUR FUTURE
• 74 'Jobs' words for use with ADVERTISE YOURSELF
• 75 'Skills and Qualities' words for use with ADVERTISE YOURSELF
• 76 Questions for game on INFORMATION JUNGLE
• 77 Game board to be enlarged to A3 for INFORMATION JUNGLE
• 78 Useful websites