The document outlines a lesson plan on careers and career choices for Grade 10 learners. It begins with introducing the topic through a story about a man seeking a job without qualifications. The plan discusses assessing learners' prior knowledge, presenting learning objectives and outcomes. A jigsaw teaching method is used where learners research in expert groups and present findings. Learners demonstrate their understanding through role plays, interviews, and creating a wall chart. The lesson aims to help learners explore career options and requirements through engaging activities that accommodate different learning styles.

1. CAREERS AND CAREER
CHOICES
TERM 4 GRADE 10
WEEKS 1 - 3

2. INVITATION
• Teacher activity
• Exchange greetings with the learners and jump into a question. My leaners how many of you usually eat
usually on chappeas paper.
• Learners activity Answer the question
• Teacher yes a story ,question or some history right.
• But first is the question “did you know”?
• So I want to ask you the same question. Did you know the story of a guy who rang a bell using his and why his
volunteer can tell a story.
• OK no one knows the story. Now you listen very careful. There was a guy went seeking for a job in a construction
without any qualification or experience. He spoke to the boss and the boos realized that the man has nothing to
company but he felt sorry for the man and thought of something he said “ There is a job for bell ringer to alert
field that its time for lunch or knock off time. The man said “I will take the job” but the boss noticed something
and asked so how are you gonna ring the bell, the man said oh! I haven’t noticed ahhh… I will use my face as I
Do you know why the man said he will use his face?
• Learners respond because he does not want loose the job etc
• Teacher correct the learners because he has no limbs, no arms and legs.

3. TEACHER ACTIVITY
• So what does this story tell you?
• What comes into your mind?
• Teacher direct questioning introduces the topic. The story is based on career and
career choice.
• What do you understand about careers based on the story.
• Learners respond e.g. you must be able, have limbs, have qualifications, study
hard etc.
• The teacher note the answers on the board. Then open a PowerPoint slides with a
topic and questions of interest.

4. QUESTION OF INTEREST
• What are the new demands in job market?
• What qualifications are required?
• What are declining and growing occupation and fields?
• Is there a growth or decline of these demands?
• What is SAQA and NQF?
• Name and explain different kinds of learning?
• Is SAQA and NQF recognized in the market?
• WHY do we need to be life long learners, Is the need for life long learning?

5. CONTINUE
• Leaners reflected on their own experience, teacher identified misconception (e.g
You cant work if you are disable). Engaged with learners existing knowledge and
learners gave account of the prior knowledge.
• Question and answer and story telling approach was appropriate to introduce
the content. It might lead to chaos as some learners would want to tell their
unlikeable stories or confusion as to how to answer question if not presented
with the title story or topic of the content. Class discussion opened floor for
metacognition and ability to give account, draw attention and create positive
atmosphere.

6. SUBJECT MATTER TOPIC “WHAT”
• Careers and career choices
• Invitation
• What skills and knowledge to achieved?
• What content will address these aims?
• Which Theoretical approach should I apply?
• How can I make content and context relevant?

7. “WHAT?”
• Is the subject matter topic, in this case Career and Career choice
• Term 4 grade 10 week 1-3
• The content of the lesson according to CAPS policy document requirements is:
• Awareness of trends and demand in the job market
• merging demands and changing patterns of careers and scarce skills
• Growth and decline of various occupation and field of work
• SAQA and NQF framework recognition
• The need for lifelong learning (Formal or informal learning)

8. CONTENT
• The planned content knowledge will address the cognitive ,psychomotor and
affect objectives. Include technology and indigenous knowledge to adapt to the
world of learners.

9. CONTINUE
• Proceeds to lesson objectives and learning outcomes “what for”

10. WHAT FOR
• Lesson Objectives
• What I want to achieve?
• What are aims and objective of this
lesson?
• Learning Outcomes (CAPS)
• What abilities the learners posses?
• Does their subject correspond with
what they want to study?
• How to enhance self-awareness of
the chosen career?

11. SMART
• Teacher activity
• Illustrating aims and objectives of the lesson by describing what I intend to do
with the learners. The “what for” phase doesn’t look at the content only but also
the knowledge, skills and values to be obtained during or after the lesson.
Therefore, I will write Simple Measurable Attainable Time appropriate objectives
which will determine what learners should be able to do at the end of the lesson. I
will use clear language and action verbs, Blooms taxonomy, Theoretical learning
style approach such as mind on, hands on and heart on perspectives. These
learning styles will develop creative skills, investigate skills and team work skills.

12. OUTCOMES
LESSON OBJECTIVES
• At the end of this lesson learners should be able to :
• Select and name different kinds of career's
• Define their career choice
• Discuss career requirements
• Identify and name companies to volunteer
Evaluate upcoming and existing trends in the job market
• Demonstrate the impact of insufficient qualifications
• Investigate the impact of over qualification
• Name institution to further their studies
LEARNING OUTCOMES
• What does CAPS require
• The learner is able to demonstrate self-
knowledge and the ability to make
informed decisions regarding further
study, career fields and career pathing.
• Demonstrate self-awareness and
explore socio-economic factors as
considerations in own subject, career
and study choices.
• enhancement of self-awareness.

13. HOW
• Engagement
• Teaching strategy, method and resources
• How will the learning experience take place?
• What method should I follow ?
• Which method is prescribed by caps ?
• Is it sufficient and achieves the intended goal ?
• What are the shortcomings of it?
• What will be the activities learners and teacher engage with, why these activates?
• Which are teaching strategy, method and resources will be used?

14. RESOURCES AND TIME
• Media is available and sufficient and 1 hour period is enough.
• The teacher will use Television, Radio, video, newspaper, magazines and a
monopoly game.

15. CLASSROOM STRUCTURE
• Why we cant teach without analyzing the classroom structure
• Does it accommodate my strategies and methods. Yes all resources, technology
and infrastructure of the classroom for group work will be efficient.

16. PEDAGOGICAL KNOWLEDGE
• Knowledge of how to teach and application of teaching strategies and
implementation of teaching methods.
• The lesson is taught through learner-centred approach
• Use of jigsaw teaching method
• Resources and activities demonstrate the implementation of teaching strategies.
• Teaching strategies such as class discussion, question and answer, group work,
research-base learning, inquiry based learning, presentation and demonstration.
• To accommodate visual (TV),auditory (radio), kinesthetic( role play),Tactile (newspaper
and magazine)

17. ENGAGEMENT
• Teacher activity
• Teacher let learners know that she will use jigsaw method to tach and explain how it works. Give
clear instructions and expectations then present a hat to the learners consisting of written
papers 48 letters numbers. Ask learners to pick one paper consisting a letter and a number e.g.
B3 B belongs to the home group 3 to the expert group. Experts will lead the group and the
home group will do all other tasks. Tasks such as discussion, investigate, analyze and understand
the question written at the back of the first paper picked by the expect. The expect is the leader
of the whole group from e.g. A1 to H1, B2 to H2. The group will first use the school tablets given
to them at the beginning of the class, each group is know presented by 2 questions to answer.
The one they picked and the one they will be given randomly by the teacher. They should divide
themselves into 2 subgroups as one group consist of 8 learners and group 4 must focus on the
each question (8*8 =48). Choose other media in the classroom to construct ideas. Eg school
tablet given to them and a TV in class.

18. A1 A2 A3 A4 A5 A6 A7 A8
B1 B2 B3 B4 B5 B6 B7 B8
C1 C2 C3 C4 C5 C6 C7 C8
D1 D2 D3 D4 D5 D6 D7 D8
E1 E2 E3 E4 E5 E6 E7 E8
F1 F2 F3 F4 F5 F6 F7 F8
G1 G2 G3 G4 G5 G6 G7 G8
H1 H2 H3 H4 H5 H6 H7 H8
1ST QUES
2ND
QUES
3RD QUES
4TH
QUES
5TH QUES
6TH
QUES
7TH
QUES
8TH
QUES

19. CONTINUE
• They have 15 minutes on each activity. Watch the advert for 5 minutes allowed to
press repeat, discuss the advert 10min, compare the advert with the
question10min, identify and discuss 5min. Incorporate ideas with the group
10min. 8 groups, 8 learners in a group, 1 questions of interest. Choose 1
representative.

20. TEACHING METHOD, STRATEGIES AND RESOURCES
• Using jigsaw method generate energy that engage learners into constructive learning.
Learners are critical thinkers who thinks and construct ideas at a metacognition level.
Their efficient metamemory changed their behavior, attitude and motivated values
and morals of different careers they were exposed to during the lesson activities.
Improved cooperation in a team work and involved in 21 century skills of technology.
Resources and activities accommodated different learning styles through jigsaw
application.
• However, using Jigsaw needs a lot of time and planning for application of skills and
processing new knowledge/content. Nonetheless, Jigsaw can cover various aspect of
the content in short time as the groups investigate different lesson objectives at the
same time learning the content.

21. SUMMERY
• Teacher will ask learners to reflect the learned content by presenting to class.
Each phase is 15 and 3 min presentation each group the findings and
shortcoming impact, insufficient qualification of the investigated job.
Demonstration will take place through 4 strategies namely, Role play the
overqualified person drama in the office with the junior employer, interview with
the employee lacking skills and knowledge, Disable person seeking job online
and WIL in a chosen company.

22. INTEGRATION
• Learner activity
• Other 2 members of the each group are busy at the other corner constructing
and designing a wall chart that will be posted in class. Especially those who did
not contribute much or take part at the engagement phase of their group.
• Teacher activity
• Provide learners with a big chart and guide the demonstration/presentation
leaving other members to create the wall chart as the discuss with other group
members the design of the chart enforcing creative and constructive skills.

23. REFLECTION
• How will I determine if the aims were achieved?
• Adapt conclusive teaching strategies e.g. wall chart and homework
Teacher will announce homework links and sources for assessment
Homework will be posted on school/class whatsapp group page, email,
school/class website, school Facebook page and School blackboard.

24. REFLECTION AND ASSESSMENT
• Create and design either one of the following in pairs
• Visual project, presentation, documentary, researched assignment, interview, experiment or
career tree (like a family tree) to discuss how you can achieve the requirements of the chosen
career.
• Link and Give lifelong learning forms to your answer on question1.
• Predict your goals and success in the field of work you chose
• Do volunteer work or visiting the companies to gather information
• Report your findings in the structure of media mentioned above
• Include a structured plan of how you will study for that career
• Due date 30 June 9:00