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Lcd y9   me and my future
Lcd y9   me and my future
Lcd y9   me and my future
Lcd y9   me and my future
Lcd y9   me and my future
Lcd y9   me and my future
Lcd y9   me and my future
Lcd y9   me and my future
Lcd y9   me and my future
Lcd y9   me and my future
Lcd y9   me and my future
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Lcd y9 me and my future

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  • Share with students the objectives of the day: To explore a range of career opportunities To understand my personal qualities and strengths To examine how my decisions affect my future
  • Objectives session 1 – Identify personal strengths Arrange students in a circle. Explain the activity: Each student writes on the bottom of the Activity Sheet 1 the name of the person sitting immediately on their RIGHT. Then at the top of the sheet they write 3 positive words or statements about them under the headings: a personal quality, a skill, a skill or quality which they will find useful in the world of work. Warn the students that their responses will be read out to everybody. After they have written the 3 positive words, they need to fold the paper so that, although the name still appears at the bottom of the sheet, the statements are hidden. Students then pass the paper to the person on their immediate LEFT who also writes 3 positive statements. This continues round the circle until the sheet reaches the person named on it. Each person then unfolds the sheet and reads the compliments that have been given by others in the group. Circle time discussion: How does it feel to receive compliments? Did you find the activity easy or difficult? Why? Were you surprised by any of the feedback on your sheet? Which one are you most pleased about? Are there any which you disagree with? Explain that it is good that people have different strengths and qualities – a diversity of people in a diverse world. There a large variety of jobs and if everyone was the same, we would all want to do the same job. We should celebrate the fact that we are all different.
  • Session 1 continued… Explain that it is important to know what your strengths and skills are so that you find a career that is best suited to you. Discuss what the bullet points on the slide mean. Students complete a range of self-assessment sheets to help them initially identify some personal qualities and skills. Possible sheets: Personal qualities – what am I like? Personal qualities – what am I like in school? Transferable skills Interests and hobbies Students create a ‘This is me’ tree, which covers the areas on the slide above. They should use their ‘compliments’ sheet from the first exercise, alongside the self-assessment sheets they have just completed. They should not put their name on yet as these will be used anonymously later.
  • Session 1 continued… When students have completed their ‘This is me’ tree, stick them around the room. These will be used later.
  • Objectives session 2 - examine the personal qualities required by certain jobs - understand that young people change as they mature and this affects their aspirations Explain that different jobs require different skills and personal qualities. Some qualities are required by all jobs. On the slide there are a variety of personal qualities listed. Students need to use the table on the activity sheet ‘Personal qualities and different jobs’. They need to work in pairs to match up 4 of these personal qualities with the jobs, putting them in order of importance and then give reasons for their choice. Pairs feedback to the class – discussion of responses. Give students some post-it notes. They have to go around the room and read the different ‘Me tree’ displays. When they have read one they have to write on a post-it note a suggested job with a reason and stick it to the ‘Me tree’. Students guess which ‘Me tree’ belongs to who. Any surprises? They are handed back to the owner, along with the suggested jobs on the post-it notes. They read through these and write them in a rank order on the back of their sheet from the one they would most like to do to the one they would least like to do. Next to their top two they write reasons why they would like those jobs. Circle time – discuss what people have suggested: Which job did you rank number 1 and why? Which job did you rank number 2 and why? Which job did you rank last and why? Are there any jobs you would like to do that are not on the suggested list? Who definitely knows what job they want when they are older? Why are they sure?
  • Session 2 continued… Explain how young people often change as they mature and this affects their attitude and aspirations. Read the profile of ‘Emma’ at 13 years. In pairs – bullet point 6 pieces of advice to give to Emma. What does she need to do to make sure she gets her dream job? What options does she need to take at school? How can she make sure that she gets on the course she wants? Discuss responses. Read the profile of ‘Emma’ at 15 years. Class discussion. Possible questions: How have Emma’s personal strengths changed? What skills has she developed further? How have her interests changed? How has her attitude changed? What would have happened if she hadn’t changed? What would have happened if she had changed earlier? Point out that most people change their ideas of a dream job. That is why it is important to research a wide range of jobs / career opportunities to find out what is available in the world of work. Additionally, it is important that you choose the right guided options to take you in the right direction.
  • Session 2 continued… Stuff about different qualifications – what they are and how levels affect career options.
  • Session 2 continued… Discuss the importance of getting the most out of your education and how this impacts on life beyond PGS. Explain what they will be doing in session 3 in the computer rooms.
  • Objective of Session 3 – To explore a range of career opportunities through a variety of websites Students need to access S-Cool and Fast tomato to complete interactive self–assessments which then lead to a variety of career suggestions that are supposed to be suited to their strengths. The directions on how to access these are on a handout. Explain to students that they can research careers that are not suggested by navigating their way around each application. They should do this as the computer suggestions (as you all know) are not always a good match (it suggested I should be a landscape gardener!) They should then select their top 3 and complete the ‘What about this one?’ fact sheet. It is important that students do this as it will be very useful to use these either in session 5 or in Learning Coach sessions to share people’s research and widen the groups knowledge of different careers. I will put some of them outside the year office.
  • Objective of Session 5 – examine possible pathways to the future Class discussion following the ‘Aim Higher Roadshow’ (Session 4) What are the main reasons to go into Higher Education? What are the benefits of HE? What might the problems be? What subjects can you study? Who should go? Who is thinking about going into HE? Why? Who does not want to go into HE? Why? Students pick one of their jobs that they researched to share with the class. Discussion of different jobs. Ask the students if they have changed their mind about what they want to do in the future? Why? Students complete the ‘Student Evaluation’ of the day.
  • Transcript

    • 1. Me and my future
    • 2.  
    • 3. What about me?
      • Personal qualities
      • Transferable skills
      • Interests and hobbies
      • Subjects I am good at
      • How I learn best
      • How I am intelligent
    • 4. This is me
    • 5. Personal qualities and jobs
    • 6. People change
    • 7. People change
    • 8. Careers and qualifications NQF level   Examples of qualifications   What they give you   Entry - Entry level certificates - Skills for Life at entry level - basic knowledge and skills - ability to apply learning in everyday situations - not geared towards specific occupations   1 - GCSEs grades D-G - BTEC Introductory Diplomas & Certificates - OCR Nationals - Key Skills level 1 - NVQs - Skills for Life - basic knowledge and skills - ability to apply learning with guidance or supervision - may be linked to job competence   2 - GCSEs grades A*-C - BTEC First Diplomas & Certificates - OCR Nationals - Key Skills level 2 - NVQs - Skills for Life - good knowledge and understanding of a subject - ability to perform variety of tasks with some guidance or supervision - appropriate for many job roles   3 - A levels - GCE in applied subjects - Key Skills level 3 - NVQs - BTEC Diplomas, Certificates & Awards - BTEC Nationals - OCR Nationals
      • ability to gain or apply a range of knowledge, skills and understanding, at a detailed level
      • - appropriate if you plan to go to university, work independently, or (in some cases) supervise and train others in their field of work
    • 9. How can I control my future?
      • You need to get the most that you can out of your time at PGS. The decisions you make in school over the next two years affect THE REST OF YOUR LIFE so you need to make sure they are good ones!
      • Make sure you are on the right path
    • 10. Exploring careers
      • Explore a range of careers suited to your strengths by accessing:
      • S-Cool
      • Fast tomato
      • Select 3 careers that you would be most interested in and complete the ‘What about this one?’ fact sheet.
    • 11. Me and my future

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