Year 9 Tutor Time Autumn 1. Unit 1 Careers and Aspirations. 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. Projector Speakers Internet
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Careers and Aspirations
Resource ListThese 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.
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.
What is the difference between a job and a career?
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…
Being the boss
Having a family
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?
What is the message of the song?
Hall of Fame
Yeah, you can be the greatestYou can be the bestYou can be the King Kong banging on your chestYou could beat the worldYou could beat the warYou could talk to God, go banging on his doorYou can throw your hands upYou can beat the clockYou can move a mountainYou can break rocksYou can be a masterDon\'t wait for luckDedicate yourself and you gon\' find yourself
Standing in the hall of fameAnd the world\'s gonna know your name
\'Cause you burn with the brightest flameAnd the world\'s gonna know your nameAnd you\'ll be on the walls of the hall of fameYou can go the distanceYou can run the mileYou can walk straight through hell with a smileYou could be the heroYou could get the goldBreaking all the records they thought never could be brokeYeah, do it for your peopleDo it for your prideHow you ever gonna know if you never even try?
Using everything you know about…
Write yourself a letter to open when you are 30.
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…
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 30-60 second news flash that summarises one thing they have learnt this lesson.
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!
Which Career is Right for Me?Answer this quick quiz as honestly as you can. Don’t think about your answers too much, go withyour 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.
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?
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!
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.
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?
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.
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
Copy and complete these sentences. Each one on a different piece of paper
You’ve identified some goals! Great!
3 -> 2
4 -> 8
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.