Developing Career Skills Through Initiatives and Reflections

Teachers slide Know-how library Key lesson information Know-how library Open the student side of your Unifrog account and find the: Skills: Initiative Location Classroom with no student access to internet Recommended time 15 minutes Students can also search for these guides using the Know-how library tool. By the end of the session, students should be able to: Identify the career needs and wants of themselves and others Understand how to take the initiative in developing their career journey Reflect on how to overcome barriers people face on their career journeys 1. Match statements into needs and wants 2. Read one scenario and come up with at least two ways each student could take the initiative 3. List different types of career barriers 4. Read one scenario and identify the persons needs and wants, barriers and how they can take control of their career. Objectives Tracking progress on Unifrog Add as an Interaction Click Advanced view>Sort by school leaving year>[filter for specific students]>+interaction. Main student tasks Track on Charts Click Usage charts>Customise and filter>Students recording key skills Advanced view>Sort by> Skills: 12 types OR Skills highest level OR Skills total examples Tracking individual students Benchmarks and standards Gatsby Benchmarks 3. Addressing the needs of each student Keywords Career, career journey, needs, wants, barriers, initiative. CDI Framework Create opportunities Teacher preparation PSHE Association Living in the wider world (Choices and pathways) Provide Paper and workbooks to write down answers. Unifrog sKnow-how library tool (Student side>Know-how library). Students will read a guide after the lesson. Unifrog sSkills tool (Student side>Skills tool). Students will record a skill after the lesson. ISCA C:A2:5 Familiarise yourself Skills Planning / aiming high, resilience, initiative.

Taking control of your career journey

Starter: needs and wants (3 mins) A need is something essential to living. If your needs aren t fulfilled, it can result in serious harm (e.g. homelessness, injury, mental or physical illness). A want is something desirable but not necessary for survival. If your wants aren t fulfilled, it can result in disappointment, but not serious harm. Olena was asked what she d like in a future job. 1. Categorise each of Olena s statements as needs or wants . 1. To be paid enough money to buy food and pay bills. 5. To not have to deal with harassment or discrimination. 2. To get on well with my colleagues. 3. To have a fun and enjoyable job. 4. To have rest breaks to eat, drink and use the bathroom. 8. To be able to afford to go on holiday once per year. 6. To work flexibly (e.g. choosing her own hours). 7. To work in a safe environment.

Starter: needs and wants A need is something essential to living. If your needs aren t fulfilled, it can result in serious harm (e.g. homelessness, injury, mental or physical illness). A want is something desirable but not necessary for survival. If your wants aren t fulfilled, it can result in disappointment, but not serious harm. Olena was asked what she d like in a future job. 1. Categorise each of Olena s statements as needs or wants . 1. To be paid enough money to buy food and pay bills. 5. To not have to deal with harassment or discrimination. 2. To get on well with my colleagues. 3. To have a fun and enjoyable job. 4. To have rest breaks to eat, drink and use the bathroom. 8. To be able to afford to go on holiday once per year. 6. To work flexibly (e.g. choosing my own hours). 7. To work in a safe environment.

Starter: needs and wants A need is something essential to living. If your needs aren t fulfilled, it can result in serious harm (e.g. homelessness, injury, mental or physical illness). A want is something desirable but not necessary for survival. If your wants aren t fulfilled, it can result in disappointment, but not serious harm. Olena was asked what she d like in a future job. 1. Categorise each of Olena s statements as needs or wants . 1. To be paid enough money to buy food and pay bills. 5. To not have to deal with harassment or discrimination. 2. To get on well with my colleagues. 3. To have a fun and enjoyable job. 4. To have rest breaks to eat, drink and use the bathroom. 8. To be able to afford to go on holiday once per year. 6. To work flexibly (e.g. choosing my own hours). 7. To work in a safe environment.

Taking the initiative (5 mins) Using initiative means being proactive and taking action without waiting for someone else to tell you what to do. This is an important skill when it comes to our careers. In your spare time, log on to Unifrog and: Go to the Know-how library. Read the guide called Skills: Initiative Task: Read the scenario on the next slide and decide how the student could take the initiative.

Taking the initiative Tom is struggling with his English homework and doesn t want to ask his teacher for help. He finds writing essays difficult which is a skill he needs to pass his exams. He s worried his classmates will think he s not smart if he asks questions or is seen staying behind after class. Write down at least two ways Tom could take the initiative.

Taking the initiative Tom is struggling with his English homework and doesn t want to ask his teacher for help. He finds writing essays difficult which is a skill he needs to pass his exams. He s worried his classmates will think he s not smart if he asks questions or is seen staying behind after class. Tim could take the initiative by Tom could look for online resources or videos to help with his essay- writing skills. Tom could ask a parent, friend or sibling for help. Tom could talk to his classmates to see if they re struggling with similar things and could work together. Tom could send an email to his teacher in the first instance, or go at break if he feels nervous about his friends seeing him. Which of these actions do you think is the best option and why?

Career journey: barriers (2 mins) Sometimes, barriers can get in the way of our career journeys. We have to find a new way to get to where we want to go by using our initiative, imagination and being flexible. Write at least three barriers people might face on their career journey. Use the prompts to help.

Career journey: barriers Sometimes, barriers can get in the way of our career journeys. We have to find a new way to get to where we want to go by using our initiative, imagination and being flexible. Write at least three barriers people might face on their career journey. Use the prompts to help. 2. Limited work experience 1. Lack of required qualifications 3. Illness or injury 4. Money problems 5. Having children 9. Being made redundant 8. Technology taking over jobs 10. Experiencing discrimination 7. Poor mental health 6. Caring responsibilities

Independent learning slide You can learn more about the skills you need to manage and take control of your career journey on the Know-how library. You can search the Unifrog Subjects and Careers libraries for career ideas.

Plenary: taking control and making decisions (5 mins) 1. Fran is a 17 year old high school student who s applied to study medicine at university. Her goal is to become a doctor and to help other people. However, she has been off sick with glandular fever and is struggling to catch up on the work she missed. She s worried she won t get her predicted grades. She s been told that she could take a gap year but she wants to go to university this year. C) How can Fran take control of her career journey? A) What are Fran s needs and wants? B) What barrier is Fran facing?

Scenarios: taking control and making decisions (15 mins) 1. Fran is a 17 year old high school student who s applied to study medicine at university. Her goal is to become a doctor and to help other people. However, she has been off sick with glandular fever and is struggling to catch up on the work she missed. She s worried she won t get her predicted grades. She s been told that she could take a gap year but she wants to go to university this year. A) What are Fran s needs and wants? Need: To focus on her health. Want: To avoid taking a gap year and study medicine at university. C) How can Fran take control of her career journey? B) What barrier is Fran facing?

Scenarios: taking control and making decisions (15 mins) 1. Fran is a 17 year old high school student who s applied to study medicine at university. Her goal is to become a doctor and to help other people. However, she has been off sick with glandular fever and is struggling to catch up on the work she missed. She s worried she won t get her predicted grades. She s been told that she could take a gap year but she wants to go to university this year. B) What barrier is Fran facing? Fran is struggling to catch up on work she s missed from being sick. This is preventing her from achieving her predicted grades. C) How can Fran take control of her career journey? A) What are Fran s needs and wants?

Scenarios: taking control and making decisions (15 mins) 1. Fran is a 17 year old high school student who s applied to study medicine at university. Her goal is to become a doctor and to help other people. However, she has been off sick with glandular fever and is struggling to catch up on the work she missed. She s worried she won t get her predicted grades. She s been told that she could take a gap year but she wants to go to university this year. Prioritize her health and allow herself to fully recover. Seek help from teachers to support her university application. Create a study plan. Reframe taking a gap year as an opportunity to help reach her goal. C) How can Fran take control of her career journey? B) What barrier is Fran facing? A) What are Fran s needs and wants?