Introduction to the lesson plans

“Every pupil, and their parents, should have access to good quality information about

future study options and labour market opportunities.”

Good Career Guidance, Gatsby Charitable Foundation

"A Journey into LMI” is a series of lesson plans designed to support schools in using labour market information to promote future and local work opportunities for their students and to support preparation for the world of work. They support recent research and frameworks such as the

Gatsby report1

, DfE statutory guidance2

and the Framework for careers, employability and

enterprise education 7-19 (CDI)3

, which all talk about the inclusion of high quality labour market information in careers learning programmes in schools.

The lessons are intended to be used in conjunction with the ‘Suffolk Work and Skills’ booklet but not

all of the activities require the publication.

The activities are aimed largely at Key Stage 4 (KS4) students and have been mapped to relevant frameworks relating to KS4 within the lesson plans. However, the suitability of the lessons will depend on the cohort of students you are working with and as good practice the activities should be adapted to suit their individual needs and provide differentiation.

The activities could be embedded cross curricular as follow-up activities in subject areas.

Examples include:

Industrialisation and other work-related revolutions within history, linked to the effects of changes of working practices and patterns (Lesson plan 1 & 5).

Changes in populations or societal behaviours studied in geography, citizenship, sociology or RE. What impact could these have on the labour market? (Lesson plan 1,2 & 5).

Subject links, such as environment and global change in geography and science linked to the growth of green technologies (Lesson plan 1 & 5).

Art and design-related subjects may be able to incorporate a careers-related theme for displays around school (Lesson plan 4).

We have highlighted where Suffolk’s new website icanbea… could be used. This website aims to inform young people about current employers in Suffolk and Norfolk and inspire them about the future growth and skills gaps in the area.

We have also produced a series of posters around sectors which are important to the Suffolk area. You can use these to promote the local and national labour market by displaying them in your careers resources area or around your school and these can also be used in conjunction with the lesson plans.

1 http://www.gatsby.org.uk/uploads/education/reports/pdf/gatsby-sir-john-holman-good-career-guidance-

2014.pdf 2

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/440795/Careers_Guidance_

Schools_Guidance.pdf 3 http://www.thecdi.net/write/BP385-CDI_Framework-web.pdf

Contents

Lesson plan 1

It’s the future! Looks at how labour market trends can have an influence on future employment opportunities including in Suffolk

Lesson plan 2

Local labour market and STEM employers Students explore local employment opportunities, including which ones might require STEM qualifications.

Lesson plan 3

Starting out in the local labour market Raises awareness of some of the apprenticeship opportunities in the local area. Looks at some of the main national employment trends and what employers are looking for.

Lesson plan 4

Skills, skills, skills Introduces students to the skills and qualities required by employers and gets them to think about how they can develop their own skills.

Lesson plan 5

Expanding horizons The starter session gets students to think about why jobs change over time and how they are distributed across the county. This lesson aims to raise aspirations by encouraging students to consider travelling to work or study.

Lesson plan 1 – The future is now!

Aim To understand how labour market trends can have an influence on future employment opportunities.

Outcomes Students will be able to:

• name two jobs that are growing and two that are declining

• name three reasons why jobs are changing

name three sectors that will be important in the future

Starter activity Time: Resources Method Teachers notes

10 mins ‘Hot jobs, cold jobs’

warm-up activity

• Students to go through the jobs on the worksheet (or could use interactive whiteboard and do as a group) and indicate whether they think a job is growing or declining by drawing a line to either ‘hot’ or ‘cold’. Teacher explains each one in turn.

Preparatory reading

‘Suffolk Work and Skills’ booklet or electronic

version

Teacher resources

‘Hot jobs, cold jobs’ teachers’ worksheet

‘Hot jobs, cold jobs’ teachers’ answers

‘The future is now! What is changing?’ answer

sheet

Use the www.icanbea.org.uk website ‘Industries’ page (includes industry information for Suffolk and related job roles) for additional research activity into future of local sectors.

Main body 15 mins

20 mins

‘The future is now!’ section from ‘Suffolk Work and Skills’ booklet

‘The future is now!’

worksheet

‘How is work changing?’

worksheet

• Students to read ‘The World of Work –the future is now!’ section (page 2- 5) from ‘Suffolk Work and Skills’ booklet and answer the questions on the ‘The future is now!’ worksheet.

• Go through the answers as a group.

• In small groups (or pairs) ask students to try to match the job titles with the ‘What is changing?’ statement. Some jobs will fall into more than one category.

• Ask the pairs or groups to team up with another pair

or group and compare their answers.

• Students then think about which of those jobs might be available locally and which jobs they might have to travel further for.

Summary 5 mins Come back as a group and discuss.

• Teachers can use the job descriptions on the

National Careers Service website to provide answers to any questions the students may have about the jobs.

• Could also refer to Careers of the Future (UKCES)

https://nationalcareersservice.direct.gov.uk/job- profiles

Careers of the Future http://bit.ly/25T3zKf

Hot jobs, cold jobs – teacher’s notes

Some of these jobs are on the up and some are declining.

Which jobs are ‘hot’ and which jobs are ‘cold’?

Admin assistant

Bricklayer

Care worker

Chef

Cyber security expert

Design engineer

Digital marketing manager

Factory assembler

Fighter pilot

Home healthcare nurse

Printer

Smart meter fitter

Travel information officer

Teacher

Note: some jobs may be in demand because people are needed to replace

those who leave, not just because new jobs are being created.

Hot jobs Home healthcare nurse

People are living longer so need more care. Full-time residential care is extremely expensive so people want to stay at home. People have more money in retirement to pay for home care nurses.

Teacher In the UK we have a shortage of both primary and secondary education teachers. The government offers incentives to graduates to teach shortage subjects, especially around STEM (science, technology, engineering and maths).

Design engineer UK engineering companies will need to recruit 182,000 people with engineering skills across a range of roles by 2022. And there’s a call out for more female engineers too.

The UK is now competing with the developing world who are getting better at designing and creating new and exciting products. How many different types of engineer can you name? www.engineerjobs.co.uk/careers-advice/where-to-start/the-different-types-of-engineering-sectors

Cyber security expert ‘Holes’ in computer security systems need closing to protect companies against hackers and fraudsters. Theft and fraud using computer and mobile technology is increasing – the perpetrators need catching. Also think about digital forensic roles.

Smart meter fitter The UK has environmental targets to meet and one way of helping the environment is to reduce the amount of energy people use in homes and businesses. The UK Government’s Smart Metering Programme aims to install smart meters in around 50 million homes and small businesses between 2015 and 2020.

Bricklayer

The UK housebuilding sector is set to have a boost There is a current shortage of bricklayers as well as some other roles in construction (see ‘Suffolk Work and Skills’ booklet

Digital marketing manager

This method of marketing is evolving all the time.

Digital marketers plan search engine optimisation (SEO) strategies as well as web,

email, social media and display advertising campaigns and monitor the performance of

all digital marketing.

Care worker

The demand for care workers is only going to increase as the population gets older.

More people want to be cared for at home if they are able.

Chef

Chefs are in huge demand in the UK with over one quarter of businesses struggling to find qualified people.

Cold Jobs Admin assistant

Advances in technology means jobs such as data entry and filing are needed less. More public sector functions such as payroll are being outsourced or shared.

Factory assembler

Robots and other forms of technology are used more frequently to assemble products

Travel information adviser

New technologies at bus stops or bus and train stations mean less need for face-to-face contact

More price comparisons, route finders and ticket purchases done online More ‘virtual advisers’ which can be accessed from any location

Printer

More publishing and printing done on home computers Cheaper printing at a good quality can be done in-house Printing budgets are reduced during budget cuts in favour of more electronic options.

Fighter pilot

Moves towards automated pilotless aircraft – ‘Unmanned Aerial Vehicles’ (UAVs) or drones in the armed forces

TThhee FFuuttuurree iiss nnooww!!

I am more likely to be able to get a job in the future if….

There will be fewer jobs available to people who…

The three biggest sector in my local area today are

a)

b)

c)

Name three different ways of working

a)

b)

c)

HHooww iiss wwoorrkk cchhaannggiinngg??

Games developer | Civil engineer | Smart meter fitter | Welder |

Science teacher | Community nurse | 3D web designer |

Pharmacologist | Motor vehicle technicisn | Care assistant | Systems

analyst | Dental hygienist | Electricity generation worker | Bio scientist

What is changing? How can it affect jobs? Which jobs?

New technology is being developed all the time.

New technology is the main reason for old jobs disappearing.

People are living longer.

People will need more health care and social care.

The skills of people around the world are improving.

There is more competition from the rest of the world in areas such as science, creative and media, and technology.

We must take more care of the environment.

More research into saving energy and developing greener technologies.

Some of these jobs will appear in more than one box.

HHooww iiss wwoorrkk cchhaannggiinngg??

Games developer | Civil engineer | Smart meter fitter | Welder |

Science teacher | Community nurse | 3D web designer |

Pharmacologist | Motor vehicle technicisn | Care assistant | Systems

analyst | Dental hygienist | Electricity generation worker | Bio scientist

What is changing? How can it affect jobs? Which jobs?

New technology is being developed all the time.

New technology is the main reason for old jobs disappearing.

Games developer 3D designer Motor vehicle technician Civil engineer Systems analyst Welder Smart meter fitter

People are living longer.

People will need more health care and social care.

Community nurse Dental hygienist Bio scientist Pharmacologist Care assistant

The skills of people around the world are improving.

There is more competition from the rest of the world in areas such as science, creative and media, and technology.

Games developer Civil engineer Science teacher 3D designer Systems analyst

We must take more care of the environment.

More research into saving energy and developing greener technologies.

Civil engineer Motor vehicle technician Electricity generation worker Welder Smart meter fitter

Answers

Which jobs are available locally?

These jobs will be available locally

Science teacher

Motor vehicle technician

Care home assistant

Community nurse

Dental hygienist

These jobs might be available locally

Civil engineer

Electricity generation worker

Welder

Systems analyst

Pharmacologist

3D designer

Smart meter fitter

These jobs are more often found in or around a large city

Bio scientist

3D Designer

Games developer

Pharmacologist

Lesson plan 2 – local labour market and STEM employers

Aim To make students aware of local employment opportunities, highlighting STEM jobs

Outcomes Students should be able to:

give the names of three places of work in the local area

state the largest employment sectors in their area

list three local employers which require people with STEM qualifications

Main activity Time Resources Method Teachers Notes

45mins

Projector or individual handouts to show photographs or use Google Earth (earth.google.co.uk )

Show students an image from Google Earth of the local area or nearest large town or city. Start by finding the school and ask them to find the street they live on then ask them to pick out any buildings they think house employers. (Teacher may find the labels feature suggests some).

Working together in groups, students to compile a list of the employers they’ve found using the sector headings in the ‘Suffolk Work and Skills’ booklet from the ‘Contents’ page. Once they’ve had a go at creating a list, the sector pages can then be used to give more ideas of local employer types. Filters on the ‘Organisations’ page of www.icanbea.org.uk can also be used to find employers in different sectors.

Use the ‘Suffolk Work and Skills’ posters or sector pages and chart on page 3 of ‘Suffolk Work and Skills’ booklet to compare the employment share of sectors within the local area. Are there any employment areas that are particularly big in the local area?

Explain what STEM means (students can use ‘Suffolk Work and Skills’ as a reminder). Out of the employers they have noted, how many employ people who would need STEM skills? (this would include schools, local govt and leisure centres) Are there any jobs that are difficult to find workplaces for? Talk about types of work students may need to travel for? Do these require STEM skills?

This lesson may require

some teacher preparation

around locating local

employers on the Google

Earth map.

If employers are known but

not necessarily the location,

their postcode can be put in

the search engine to reveal

the location.

Also use the ‘Local employer

types’ teacher suggestion sheet

STEM jobs suggestions – see

also www.futuremorph.org

Summary 5 mins Sum up findings as a group.

Local employer types - teacher suggestions

Hair and beauty

Local hairdressers, beauty sections in departments stores, spas and gyms

Construction

Local painters and decorators, electricians and plumbers, architects, local town planning department

Retail

Local shops

Engineering

Power stations, railways, construction companies

Media, print and publishing

Local newspaper, radio station, photographic studios, design agencies

Health and social care

Local hospitals, care homes, dentists, GP surgeries

Catering and hospitality

Local restaurants, fast food outlets, hotels, catering departments within large organisations such as schools and hospitals

Leisure, sport and tourism

Local leisure centres, gyms, tourist attractions, museums, travel agencies

Logistics and warehousing

Haulage firms, large distribution companies

Manufacturing

Food processing companies, equipment or parts manufacturing

Lesson plan 3 - Starting out in the local labour market

Aim To raise awareness of some of the opportunities in the local area including apprenticeships and what employers are looking for.

Outcomes Students will be able to:

give two examples of how work is changing in the local area or nationally

list three things employers might be looking for in a worker

name at least three types of apprenticeships and know how to search for vacancies

Starter

activity

Time Resources Method Teachers’ notes

20 mins

Anytown map

‘Who Said What?’ statements

‘Who Said What?’ worksheet

Divide students into groups of three or four and give out the Anytown maps.

Provide each group with the ‘Who said what?’ statements. These could be cut out and divided up between the groups to shorten the activity.

Group to read the statements and try to identify which employer on the Anytown map might have said this.

The column ‘Did you find a local apprenticeship?’ can be filled out in the main body activity. If using as a starter activity only, ask students to try and think of their own examples. The icanbea website could be used for this (students to log in and use post filter on ‘me’ page).

To introduce this session, students could read about apprenticeships and how they compare to other qualifications on page 26 and 27 of the ‘Suffolk Work and Skills’ booklet or look at the info & advice pages on www.thesource.me.uk Answer sheet for teachers provided www.icanbea.org.uk

Main body 30 mins Access to IT

Students are to go on the National Apprenticeships Service website (www.gov.uk/apply-apprenticeship) or www.thesource.me.uk/jobsandcareers/apply-for-an-apprenticeship to look at local opportunities (see teachers’ notes).

On the main National Apprenticeships Service website www.gov.uk/apply-apprenticeship click ‘Search the find an apprenticeship service’.

Students type in their nearest town in the ‘your location’ box.

Select within ‘2 miles’ and note the number of apprenticeships found; increase the distance to 5, 10 and then 20 miles (don’t forget to click ‘update result’ each time) noting any changes in number each time.

Ask the students if they can find examples of local apprenticeships which relate to the workplaces on the Anytown map.

This activity could be done using the apprenticeship vacancy finder on the The Source website www.thesource.me.uk/jobsandcareers/apply-for-an-apprenticeship - students need to specify location. Alternatively use www.jobsite.co.uk – type in apprenticeship in job title or skill box and in location put local town or even Suffolk – distance can also be set.

Summary 10 mins Come back as a whole group to discuss the findings:

Did students find there were more openings the wider the distance searched?

What might be the advantages of travelling further for an apprenticeship? (e.g. ability to access types of apprenticeships not available with employers in the local area)

What might the disadvantages be? (e.g. time to travel, cost)

Teachers’ notes: This activity can be adjusted to look at different nearby towns or different levels of distances.

WWhhoo ssaaiidd wwhhaatt??

“We’re much busier since we became a

wedding venue. I need people who can be

flexible. They need to have good

communication and organisation skills and

work well with customers.”

5

“The only way I can get this project completed on time is by

employing a lot of self-employed workers who have the skills I

need. I’m mostly looking for people qualified to Level 3 with

experience but there are roles for labourers who are reliable and

have good time-keeping. Work is very up and down at the moment

but we’re hoping it will pick up soon and some of the roles are

hard to recruit for.”

4

“Green collar jobs are growing at the moment as people

and businesses are looking for less wasteful energy

solutions. We’re looking for reliable people who might

have experience in the construction, engineering or

energy sectors and who have the latest skills.”

3

“We employ lots of people in their 50s who’ll be retiring in the

next few years. There are also more people aged 60 plus in

our area than there used to be who need to be looked after. I

hope we‘ll have enough people with the right people skills and

medical qualifications to replace them.”

2

“People think there aren’t many jobs in manufacturing

anymore. True, robots are doing more of the production

line roles but there are still lots of jobs in quality control,

equipment and packaging design, testing and logistics. I

want reliable people who can problem solve.”

1

“We’re using a lot more hi-tech equipment now

and I’m interested in how I can use the land and

waste products to tackle environmental issues,

I’m looking for people with lots of ideas who can

problem solve.”

“The number of people coming here is growing and

we’re offering more activities for all age ranges and

levels of fitness. We’re looking for reliable people who

are flexible, work well with others and have the right

qualifications.”

“If you come and work for us, we can offer you more

training and qualifications as you work. You could

move up to supervisor level quite quickly if you can

show initiative and are willing to learn. We will be

opening a new branch soon and are looking for

managers.”

“We’re looking for reliable people who are willing

to work towards a Level 3 qualification and who

work well in a team. They need to enjoy working

with young children and be aware of how to keep

them healthy and safe.”

“There are fewer jobs for admin staff and for

roles such as gardener and traffic warden

because of recent cuts. We still need people with

higher levels of specific skills such as town

planner and accountant.”

6

10

9

8

7

WWHHOO SSAAIIDD WWHHAATT??

What was said?

Where?

Did you find a local apprenticeship?

Statement 1

Statement 2

Statement 3

Statement 4

Statement 5

Statement 6

Statement 7

Statement 8

Statement 9

Statement 10

WWHHOO SSAAIIDD WWHHAATT??

What was said? Where?

Can you give an example of an

apprenticeship you could do in this

area?

Statement 1

Food processing plant

Statement 2

NHS hospital

Statement 3

Wind farm

Statement 4

New housing estate

Statement 5

Hotel and conference centre

Statement 6

Farm

Statement 7

Leisure centre

Statement 8

Fast food outlet

Statement 9

Day nursery

Statement 10

Council offices

Answers

New housing estate

Farm

Amusement park

Hoteland conference centre

Nursery

Food

liiiiiiiiiliill processing plant

Out of town shopping centre

Power station

Lesson plan 4 - Skills, skills, skills!

Aim

To introduce students to the skills and qualities required by employers.

Objectives Students understand the concept of skills and the different types.

Students are able to identify the skills required for three job areas and are aware of the skills needed in local sectors.

Students can identify where and how skills can be developed.

Introduction Time Resources Method Teachers notes

15 mins

‘Suffolk Work

and Skills’

booklet

Preparatory homework – read the pages ‘Skills, Skills, Skills’ and ‘Employers like someone who...’ from ‘Suffolk Work and Skills’.

Either

In groups or as a class, students to discuss how else they could demonstrate that they have those skills.

Or

Watch the ‘What employers look for’ video and discuss some of the skills and qualities mentioned. Is there one quality that most employers mentioned? (attitude)

This activity may be used to support the work experience process. Encourage students to think about the impact of work experience including how to prepare, the skills may they need to use in their work placement and reflection after completion (for example what have they learnt about the workplace and what new skills have they developed?)

‘What employers look for’ video from Developing Norfolk’s Future Workforce suite of videos: https://helpyouchoose.org/content/advisers/resour ce-materials/future-workforce/what-employers- look-for

Includes teachers’ support materials.

Main body 30 mins

‘Suffolk Work and

Skills’ booklet

Students to create a ‘top 3 skills’ for local sectors. Using the skills listed on the different sector pages of the ‘Suffolk Work and Skills’ booklet or set of posters, split the sectors across the class. Working in small groups, students choose three skills from each given sector they think are important and say why (i.e. discuss which elements of the job roles need which skills).

If students need to research roles they can do so using www.icanbea.org.uk (includes skills required) or other school careers resources.

Careers resources such as Occupations book, Kudos, Start (www.startprofile.com) or National Careers Service job profiles (https://nationalcareersservice.direct.gov.uk)

Barclays Lifeskills can help students to explore their skills but it also includes useful support materials for teachers www.barclayslifeskills.com/teachers/support/the- skills-needed-for-future-careers

Summary

10 mins

Sum up:

Where skills may be developed and the importance for students to evidence their skills.

Summarise the importance of skills for employers.

Extension

activity

It may not be possible to complete all of the activity in the given time and you may choose to ask students to complete the ‘Skills, skills, skills’ worksheet at home or in a follow-up session.

You may also have follow-up discussions around:

Which lessons or subjects can develop skills.

What initiatives or activities in school can develop skills, e.g. mock interview days, enterprise days, raising money for charity.

How can skills be developed outside school, think of voluntary activities, part-time jobs, work experience, interests (such as playing in a band, being a member of a sports group), work experience.

Encouraging students to think how they might evidence these skills to employers.

SSKKIILLLLSS,, SSKKIILLLLSS,, SSKKIILLLLSS EXAMPLE

SECTOR: Why or when or where might you need

this skill in this area of work?

How would you rate

yourself?

(1 = poor, 5 = excellent)

How could you develop this skill

outside school? Health and

social care

Skill 1

Communication

As a nurse or care worker, making sure

that patients understand what is happening

or about to happen to them. Telling other

members of staff what treatment patients

have had so far and logging it carefully.

3

Skill 2

Skill 3

SSKKIILLLLSS,, SSKKIILLLLSS,, SSKKIILLLLSS

SECTOR: Why or when or where might you need

this skill in this area of work?

How would you rate

yourself?

(1 = poor, 5 = excellent)

How could you develop this skill

outside school?

Skill 1

Skill 2

Skill 3

‘What employers look for’ video – skills & qualities key words for teachers

These skills and qualities are mentioned by the Employers:

Enthusiasm

Good attitude

Self-motivation

Team work

Work ethic

Out of school experience

Get on well with others

Maths

Literacy

Articulate Writing

Reading

Customer friendly

Willing to learn

Hard worker

Well presented

Self-belief

Lesson plan 5 – expanding horizons

Aim: To raise aspirations by encouraging students to consider ideas beyond their initial thoughts about work.

Objectives:

Students will be able to say how and why jobs have changed over the years

Students will identify the advantages and disadvantages of travelling to work or study

Students will be able to talk about entrepreneurship

Starter

activity

Time Resources Method Teachers notes

20 mins

Students are to use the information on page 3 of ‘Suffolk Work and Skills’

and their own knowledge to create a timeline showing how jobs have

changed over the years. This can be a pictorial representation or written.

What do they notice about the number of jobs available to people today?

How have the industries changed? E.g there are now more service industries

What factors have affected jobs over the centuries? E.g. why did people move for work?

Why might you find clusters of certain types or jobs in the city or country? (for example closeness to transport links, universities, natural resources)

Which way might jobs go in the future?

Discuss as a group and include in discussion whether some of the jobs included on the timeline for today and the future are available in the local area.

Teachers timeline suggestions sheet

Main body 35 mins Two videos:

The first video explores a case study for someone who travelled to college to study. Show students the clip from “Icould”: http://icould.com/videos/scott-l/ It can be stopped after 2 and a half minutes.

Class discussion on the clip: Why did Scott choose to go to a college that was 20 miles away? Refer to the separate sheet.

Show students the second video on entrepreneurship.

Class discussion on the clip: What are the qualities of an entrepreneur? What kinds of businesses suit entrepreneurship? What might the advantages and risks be? Have you ever thought about starting up your own business? What type of business would you like to run?

Who could you talk to about your business ideas?

Role model - teachers’ notes

Video ‘Entrepreneurship’ from Developing Norfolk’s Future Workforce suite of videos: https://helpyouchoose.org/content/advisers/resource- materials/future-workforce/entrepreneurship/

Includes teachers’ support materials.

Summary 5 mins

Come back as a group and to sum up.

Timeline suggestions for teachers

1700 - 1820 1920 - 1970

Farming (horse plough)

Horticulture

Trading - canals, ships

Traditional crafts – weaving, blacksmith

Deliveries (passenger and goods) - horse and cart

Food and drink production

Stage acting

Forester

Late 1920s - Televisions in people’s homes

1944 free secondary education

1950s – DNA discovered

1958 First commercial jet airliner

1960s – supermarkets begin to take off

Car production factories

1830 - 1920 1970 – today

Railways

Agriculture - tractors

Industrial revolution – large, dirty factories

Textiles manufacture – mills, shoes and leather goods

Mining

Hospitals

Horse-drawn trams

Banking - paperwork

Late 1880s – photography

1897 radio invented

1900s – first films

1978 – first IVF baby

1981 – BBC home computer released

1989 World Wide Web invented

High-tech production lines – motor vehicle

robots, precision equipment etc

1995 – first genome sequenced

Self-service in shops

Online banking and shopping

Forcing fruit and veg using polytunnels

2008 – first android smartphone

Role model - teachers’ notes http://icould.com/videos/scott-l

Scott Lockyer Job Role: Team Leader, Materials

Age at filming: 36-45

Employer's name: E.ON

Job location: Nottingham

Brief Summary:

Scott enjoyed helping his dad take things apart and fix them and he found a way of turning this into a fulfilling career in engineering. He was one of the few in his area to attend university, and in his current role as Team Leader Materials, he can combine his interests in practical work, problem solving, research and development and management. Travel and family have a strong influence on his life too.

Potential discussion points:

What influences the person on the clip? What influences the students personally?

Explore the concept of risk taking and relate back to the clip. E.g. Scott travelled 20 miles to attend a college course. How has the decision to travel outside his area affected his opportunities and life chances? What were the benefits? How would his life be different now if he hadn’t taken that risk?

Scott was from a small village and one of the first to attend university. How might he

have felt about this? What might have affected his decisions?

Scott describes the importance of a work and life balance. Why is this important to consider? Think about lifestyles and values - how would this affect decisions about work?

Identify any barriers. For example: “I want to work in X but opportunities are Y”, “I don’t know how to get to Y”, “How will I afford the travel costs?”, “To get the job I want I need to go to university but that will mean moving”.