Step Programme

Information for tutors

The step programme is to be delivered by senior tutors. Planned and monitored by J Dukes. All booklets and materials have been copied. They are also available on the common drive- staff only-

careers- step booklets. Each booklet has its own tutor booklet that has suggested learning outcomes, support materials and answers for the activities. You can work through the booklet at your own

pace, discussion and Q&A is welcomed. If any pupil needs additional support please let me know via email: jdukes@sjfchs.org.uk alternatively they can come to my office (opposite F8 on a Monday,

Tuesday or Friday lunch time)

Pupils to keep booklets for future reference.

Suggested delivery:

Year 7: Summer term

The aims of the workbook are to:

• help students to understand more about themselves (Self-development through careers and work-related

Education)

• increase their knowledge of where to find useful information (Finding out about careers and the world of work)

• increase students’ understanding of the world of work and help them plan for the future (Developing skills for Career wellbeing and employability)

Session number Learning outcomes Activities to complete Additional info/resources required.

1 Changes Learning outcomes: Students can identify the changes they have experienced and the skills they have developed so far.

• Tutor to introduce topic of change, including students’ recent change in schools. • Students complete Exercise 1 individually. • Discussion in pairs, identifying new skills learned/developed. • Students complete chart on page 4. • Tutor to explain that students will continue in learning until they

are 18 and what this means. Extension activities: Students bring in photos of themselves at different ages and discuss changes they have gone through already

2 What have you achieved? Students reflect on

achievements and how these can be used to produce evidence of skills and experiences. Students recognise the value of a variety of achievements both in and out of school.

Tutor-led discussion about achievements – both in and out of school, and what is evidence of achievements, e.g. certificates, photos, etc. • Students to complete Exercise 1 and are invited to feed back to the group. • Individually students write down two things that helped with their transition to secondary school. • Discussion in small groups about what students found helpful with transition and suggestions that could be made to improve transition for next year’s year 7. Extension activities: Add achievements to Individual Learning Plans (ILPs). Class discussion on ideas to improve transition for next year. Small group of representatives make an appointment with the Head and present their suggestions.

3 Who can Students can identify • Students complete Point out that Mrs

help? individuals who they can access for help and support.

Exercise 1 in groups and feed back. Tutor led class discussion about who can help students. • Students complete Exercise 2: ‘Who can help me in my school?’ – encourage students to find answers by asking staff, visiting library, school office, etc. Extension activities: Students design poster advertising some of the people who can help them – to be displayed on school noticeboard for their peers.

Dukes is Head of Careers and has an office opposite F8 where pupils can find her on a lunch. They can email: jdukes@sjfchs.org.uk to book a careers appointment at any time. Mrs Bennett and Mrs Bones are the independent careers advisors, they will meet them in year 8 when they start the options process. Other people who can help: Form tutor, Head of Year, Mentors, Peer listeners, senior staff. Parents

4 What influences me?

Students identify that decisions may be influenced by the views of others.

• Tutor introduces topic; who or what influences students? Give examples or discuss – does advertising prompt a desire to purchase/eat/go/play whichever goods / food / theme park or video game on offer? Why did they choose this secondary school? What sort of influences might prompt career choices? • Students complete Exercise 1 individually. Collate results in groups or whole class. • Students complete Exercise 2 individually.

5 roles that I think are successful

Students can identify what they consider to be a successful career

• Students complete exercise 1 and collate results as a group or

class. • Discussion – why did they choose the two top job roles? Is it because of the perceived high income or high value to society? Extension activities: Students research financial returns for a range of careers and/or latest reports on the career aspirations of young people.

6 What are you like?

Students can identify their personal qualities and give evidence for these. Opportunity to give and receive feedback on personal qualities

• Tutor explanation of ‘personal qualities’. Discussion about what you think about yourself compared with what others may see. • Tutor to introduce Exercise 1a, and lead discussion about listening, and giving and receiving feedback. • Students to work in pairs with friend to complete Exercise 1a. • Tutor introduces Exercises 1b and 2, explaining the importance of evidence of personal qualities for the future, e.g. for job interviews. • Students complete Exercises 1b and 2.

7 skills for life Students are able to identify some of the skills that are useful in different life roles. Students have increased understanding of what skills employers are looking for and appreciation that these can be developed in

• Tutor explanation of what is meant by ‘skills’. • Individuals complete exercise 1. • In pairs complete exercise 2 and feed the answers back.

everyday activities. Some suggested answers: Friend – caring, communicating well, solving problems. Parent – caring, communicating, solving problems, responding to emergencies. Learner – working in a team, working on your own, learning from mistakes, using imagination/ maths/computer etc. Employee – working in a team, solving problems, dealing with customers/using money/ being practical. • Tutor-led discussion about why employers look for certain skills, introducing idea of ‘skills for life and work’. • Students discuss in pairs their skills, looking at the list on page 13, and the evidence they can give for these. • Students complete Exercise 3 individually.

8 how do you learn

Students can recognise that individuals learn in different ways and identify their preferred learning style.

• Tutor introduces the idea of different ways of learning. • Students to complete Exercises 1a and 1b individually. • Students to discuss results in pairs. Extension activities: Add details of learning style to ILP. Discussion about how

knowing your learning style can help, for example when revising for tests and choosing options later on. Students produce a poster for peers about how to make use of their learning style when revising.

9 this is me Students can record and present information about themselves including strengths, likes, interests and future hopes.

Students complete exercise, then practise introducing themselves in pairs. Extension activities: Using the information recorded, students write a letter to local newsagents, asking about vacancies for a paper-round.

10 What is work?

Students understand what is meant by work, and contribution and value of all types of work, paid and unpaid.

• Students mindmap in groups what they understand by ‘work’. Discuss in groups. • Students to complete Exercise 1. Extension activities: students list all the activities they do in a day and record which they would class as ‘work’, giving reasons. Invite guests, e.g. volunteer worker, house-husband, full-time carer to discuss their work.

11 changes in the world of work

Increase understanding of the speed of change in the world of work and implications for the students

• Short discussion about how we shop in the present day e.g., high street, retail park, internet, phone, etc. • Students complete exercise singly or in pairs.

Answers: Changes in the world of work (page 21) in the high street • Monday to Saturday • the local area • the North of England • over the phone • taken to the bank once a

• Summary discussion around changes in the world of work. Mind-map ideas around other changes and implications for students’ future lives.

week • every week • in a small brown envelope • India, China and parts of Europe • on the internet • in a converted farmhouse in the country • 24 hours a day • all over the world • transferred electronically • each month • put into their bank account.

12 how creative are you?

Students can list reasons why creativity is an important skill for school and work, and have opportunity to demonstrate creativity

• Class mindmap what is meant by being creative. • Individually or in groups complete Exercise 1, feedback ideas to the class. • Tutor-led discussion about why creativity is important for school and work. • Students complete Exercises 2 and 3. Extension activities: Competition as homework – students produce a list of as many uses for a piece of rope as they can think of – being as creative as they can. Students use https://

13 Setting Targets

Students are able to set short and long term targets for themselves

• Tutor to introduce the idea of targets and why this is important. • Students complete Exercise 1 individually and discuss answers in pairs. • Tutor to introduce idea of personal, learning and career-related targets. Ask students to look back at Exercise 1

and try to identify which category the targets fit into. • Students then complete targets for themselves – Exercise 2.

14- review/evaluate

Year 8: To be delivered January- Easter

• help students to understand more about themselves (Self-development through careers and work-related

education)

• increase their knowledge of where to find useful information (Finding out about careers and the world of work)

• increase students’ understanding of the world of work and help them plan for the future (Developing skills for

career wellbeing and employability)

Session number

Learning outcomes Suggested activities Additional info/support

1 Your beliefs

Students can explain what is meant by beliefs and identify some of their own beliefs which are important now and for their future careers.

Suggested activities: • Tutor led discussion/mindmap about what we mean by beliefs. • Students complete Exercise 1, tutor goes through answers and invites comments from the group. • Class discussion about how beliefs may change, what beliefs may be important later in life – when students start work. • Students complete Exercise 2 individually.

2 Are work and school so different?

Students can list some of the similarities and differences between school and work. Students can describe

• In small groups, students complete mindmaps on the differences between school and work, and the similarities. • Groups feedback to the

some of the ways they will be expected to behave at work.

class, tutor facilitates discussion. • Students complete Exercise 1 individually. Extension activities: Students talk to an adult – parent/carer/family friend/tutor – about how they are expected to behave at work and produce a list of dos and don’ts.

3 What do you want from work?

Students can identify some of the different motivators people may have for going to work. Students explore what would motivate them when choosing a career.

• Discussion about why people work. Tutor gives examples of different occupations – e.g. nurse, artist, actor, entrepreneur – what motivates them to work in that field? • Students complete exercise 1 individually and share their answers in pairs. Extension activities: Produce a class graph showing the most and least popular motivators for the group. Students use internet and careers resource centre to produce a

4 Which job goes where?

Students know how to use careers library/ learning resource area to access information about careers.

• Use these exercises in conjunction with a visit to the careers library/learning resource centre. • Students use the resources to complete the activity working in small groups. • Small groups feed back their findings to the class.

point out where Careers office is (opposite F8) and who they should contact if they have a question: Mrs Dukes- refer them to the intranet for websites to research and the school website for info on different subjects.

5 They said what?

Students can explain that there are likely to be changes in the job market by the time they leave education, and have been introduced to the main trends

• Students complete exercise 1 in pairs or small groups. Talk about why it’s hard to predict the future. In small groups, students come up with predictions about the next 10 years. Tutor can provide a theme, e.g. new technology, what we will watch on T.V., how long people will live, what we will eat, etc. • Tutor explains about changes in job market using notes on page 9.

6 Being assertive

Students can describe the difference between ‘passive’, ‘aggressive’ and ‘assertive’ responses, and apply these to themselves. Students can explain some of the benefits of being assertive.

• Tutor introduces Exercise 1 – students complete this individually and work out their scores. Tutor explains what is meant by ‘passive’, ‘aggressive’ and ‘assertive’ and goes back through the quiz with the class discussing which response fits which approach. • In three groups, students mindmap how someone might behave who is ‘passive’, ‘aggressive’ or ‘assertive’. • Groups feed back to the class and all discuss the benefits of being assertive. • Students complete Exercise 2. Extension activities: Students set some individual targets for themselves, depending on their answers to the quiz, for example to say ‘thank-you’ to compliments, to listen to the other person’s view when having a row. Students keep a record for a day/week, etc. of instances when they have been assertive.

7 Who does the job?

Students are aware of the existence of equal opportunities legislation and the fact that ambitions should be based on ability and interest, not stereotypes.

• Students complete exercise in full ensuring that they include the reasons for their choice. • Take feedback from students. Discuss reasons for choices, challenging stereotypes. Currently (with very few exceptions) all jobs are open to all applicants with the required skills.

8 Are you sure that’s true?

Students recognise the difference between ‘facts’ and ‘beliefs’ and are introduced to the importance of checking the accuracy of facts. Students are encouraged to

• Tutor-led discussion about differences between ‘fact’ and ‘belief’. • Students complete Exercise 1 individually or in pairs. • Tutor to go through the answers and encourage discussion, using notes on page 14.

consider careers based on their interests and abilities and not because of stereotypes.

9 Budgeting

Students can explain the basic principle behind budgeting, and have an understanding of key terms such as disposable income.

• Tutor to explain the idea of budgeting. Individually or in pairs, students complete Exercise 1. In small groups, students to discuss their answers – what they felt to be essential/luxuries – any differences of opinion etc. • In same small groups, students discuss and complete Exercises. 2 and 3 and then share answers with the class. • Students use internet/resources to complete Exercise 4.

10 How do you make decisions?

Students know that decision making is a complex process and they are able to identify their own areas for development.

• Tutor led discussion around what decisions student make in their daily lives and the types of decisions they may have to make in the near future. • Students complete quiz and score themselves, feed-back results. • Tutor led discussion on merits of different decision making styles.

11 Writing an action plan

Students understand the importance of planning, and how to set realistic goals and targets for themselves.

• Tutor to introduce the idea of action planning and setting goals and targets. • Students look at example action plans in groups and discuss – for example, are the targets realistic, and will they help towards the goal? • Students to complete individual action plans.

12 Catch up session13 Review and evaluation

Year 9: Delivered summer term

The aims of the workbook are to:

• help students to understand more about themselves (Self-development through careers and work-related education)

• increase their knowledge of where to find useful information (Finding out about careers and the world of work)

• increase students’ understanding of the world of work and help them plan for the future (Developing skills for career wellbeing and employability)

Session number

Learning outcomes Suggested activities Additional info/support

1 Planning Students understand that they need to plan for the immediate future. They identify some of the sources of help they can access.

• Tutor may wish to prepare a sample termly action plan in advance. Students complete termly action plan. Share with group. Reinforce who they can contact them for help. • Introduce network activity; ask students to define what a network is. Students complete network activity.

Year 9 have obviously already taken options but still worth noting who is who and where to go for help .Point out that Mrs Dukes is Head of Careers and has an office opposite F8 where pupils can find her on a lunch. They can email: jdukes@sjfchs.org.uk to book a careers appointment at any time. Mrs Bennett and Mrs Bones are the independent careers advisors. Other people who can help: Form tutor, Head of Year, Mentors, Peer listeners, senior staff. Parents

2 Personal qualities and jobs

Students can identify some of their personal qualities. Students understand that personal qualities can affect particular pathways and spare time activities. Students analyse personal qualities associated

• Complete personal qualities self-assessment individually (Exercise 1 – words that describe me). • Group can consider what personal qualities particular famous people have, and how they know (what evidence they have). • Group discusses answers to

with particular jobs. exercises, Personal qualities and jobs, 1a-1c. • Students carry out Exercise 2, followed by individual research on websites including National Careers Service job profiles or other software programmes such as Kudos, eclips or Fast Tomato. • Exercise 3 to be completed individually.

3 Skills/Skills and jobs

Students understand what skills are and can identify some of their own skills. Students can identify the skills for life and work.

• Complete skills self-assessment individually. Exercise 1 and 2, page 10. Ask which skills students would like to develop and why. • Discuss how skills can be developed. • Students do exercise 1 ‘Skills and Jobs’ activity in pairs. • Students complete Exercise 2, page 11, individually.

4 Tell us why it should be you

Students consolidate their learning. They begin to think how to present themselves in an application process.

This activity brings together the self-assessment work they have done so far in Steps for Year 9. It may be worth discussing first the kind of statements to include. They could make a list of ‘starters’ – ‘I am good at...’ and ‘I have shown this by...’ • Students draft their own statement.

5 Learning styles

Students understand that people learn in different ways. They know their preferred style but understand why they will need to adapt to different ways of learning

Group discusses what subjects they are currently studying and what particular learning styles are used. These are written down in exercise 1.

6 Being Enterprising

Students understand the meaning of being enterprising. They practise their creative thinking

• Ask the group what they think being enterprising means. • Talk about the example. Students do activity (in pairs or individually). Share

results. • Discuss the value of being enterprising. • Introduce the concepts of risk and financial capability.

7 Working today

Students understand that the World of Work is changing rapidly, and some of the implications of this.

• Discuss (in pairs/ small groups/ whole class) differences in work in the past/today. • Students complete exercise 1 in pairs. • Students complete exercises 2, 3 and 4 in small groups and then share answers with the whole group. • Consider as a group how changes will affect them in their working lives.

8 Eastern delights

Students appreciate the importance of making an informed choice. Students understand they can access information from a range of sources and the importance of being aware of possible bias and inaccuracies from different sources.

• Put the students in small groups then read out the first two sentences. • Students then complete the activity. • What did they learn? • Discuss who will have the best information to help them make choices in the future. This leads on the next exercise.

Still useful to complete as will help make future choices

9 Qualifications

Students have basic understanding of the qualifications framework

Go through new qualifications levels and explain terminology and the new grading system, etc. Complete exercise and discuss as a group. For more details on the new grading system see www.gov.uk

Could still be discussed as it looks at 16 plus info

Don’t do choosing options section as we have covered in year 8.

10- catch up11- review and evaluate1213

Year 10- summer term

• Help students to understand more about themselves (self-development) – in the CDI Framework this is ‘Self-development through careers and work-related education.’

• Increase their knowledge of where to find useful information (careers exploration) – in the CDI Framework this is ‘Finding out about careers and the world of work.’

• Increase students’ understanding of the world of work and help them plan for the future (careers management) - in the CDI Framework this is ‘Developing skills for career wellbeing and employability.’

Session number

Learning outcomes Suggested activities Additional info/support

1 exploring possibilities

Students begin to identify steps to take to achieve their career aim. They realise the importance of planning ahead. They understand that there may be barriers and they need to think about how to overcome these.

The group can discuss barriers and strategies for overcoming them. Individuals complete the exercise. Underline the following points: • It is important to think ahead and plan for the future. • They have already done useful work in year 9, identifying their skills and qualities and this will help them to achieve their goals. The exercise could be used as a preparation for adviser appointments and students could share their answers with their careers adviser.

2 world of work- what employers want

Students identify skills and qualities that employers are looking for, match own skills and qualities to this and identify development needs and personal priorities. Students are aware of work lifestyle issues

• As a whole class, look at list and agree the correct order for the skills and qualities in exercise 1 – check answers on page 22. • Individually, or in pairs, students work on exercises 2 and 3 - feedback to the rest of class. • Class discussion about why people have jobs and how different people want different things from work. • Individually complete exercise 4, 5 and 6 and share answers with partner.

3 world of work quiz

Students are more aware of changes in

Students do the quiz – either individually or in teams, or as

the world of work a line-up activity (“stand this end if you think it’s true and that end if it’s false”). Discuss answers.

4 world of work- legal limits

Students have a raised awareness of employment law for young people

• Explain to the class that laws exist to protect workers. • Break class into small groups to do the quiz.

5 rights at work

Students are more aware of their rights at work and where to get help. Students are more aware of their role at work and what an employer would expect of them.

• Explain to the class that there are laws to protect people at work. • Divide class into groups and give each group one of the exercises to consider. • Feedback to the rest of the class.

6 application skills

Students understand the main elements that make up a CV and covering letter and their purpose.

1. Explanation about how to apply for jobs and that everyone needs a CV. 2. Discussion about what a CV is using the explanation on page 13. 3. Students start to make notes about what to include on their CV, using the box on page 13.

7 work experience

Students recognise why they do work experience. They understand how work experience can help them with their career planning.

• Case study activity could be carried out in small groups – with feedback and general discussion. • Each student completes the ‘reasons to go on work experience.’ • Discuss – work experience is not only/always about trying out a job you like – also helps find out about the world of work and work with adults.

Useful for all to do as they can arrange their own work ex and they will do some in yr 12.

8 moving on from work ex

Students review their achievements on work experience. They record their learning from work experience.

• Following their placement, encourage students to look back at their ‘reasons for going on work experience.’ Did they achieve these? What else did they get out of it? • Students will have developed employability skills whilst on work experience – ask students to list some or describe things they feel they are better at now than before.

Only for those who have placements

• They complete Exercise 1 and feedback.

9 developing a sales pitch

Students consider how knowing themselves and their skills/qualities will help with applications. They can identify their own skills/qualities/talents.

• Explain to students what a ‘personal sales pitch’ is and what it could be used for. • Brainstorm or in groups ask students to think of what skills or qualities would be examples for each of the headings. • Individually students complete Exercise 1.

10 managing your money

Students will consider the importance of budgeting for future. Students will have begun to consider how they can develop budgeting skills whilst still in school.

• Discuss what budgeting means and why we need to do it. • Introduce Exercise 1, asking for examples of what could be included before individuals complete the exercise. Ask for feedback. • This could be set as a homework task, encouraging students to take a note of all their spending during the week, and review findings as a group.

11 think ahead after year 11

Students know what their options are at the end of Year 11. They identify pros/cons of different options and consider them in relation to their own plans. They can recognise different routes to qualification levels. They can use a straightforward decision making technique. They consider longer term implications and the potential benefits and drawbacks of different opportunities.

• Ask students to start to think about their options next year then use page 19 to outline these in more detail. You may want to draw out the difference between academic, general vocational and specific vocational qualifications. • To help them identify possible options for themselves, ask them to complete the options’ advantages and disadvantages sheet, on page 20, possibly in a small group, and then feedback to the whole group. • Use page 21 to raise their awareness of qualifications and to point out that there are a variety of options which can lead to different qualifications – they need to

consider which will suit them best; and the fact that they can obtain qualifications at school, college and in workplace settings, and can build on qualifications over time. • Explain the new grading system for GCSEs which will be in place from September 2017. For more details see www.gov.uk

12 Catch up session13 Reflect and evaluate

Year 11: Delivery January- Easter

The aims of the workbook are to: • help students to understand more about themselves (Self-development through careers and work-related education) • increase their knowledge of where to find useful information (Finding out about careers and the world of work) • increase students’ understanding of the world of work and help them plan for the future (Developing skills for career wellbeing and employability)

Session number

Learning outcomes Suggested activities Additional info/support

1 year 11 planner

Students identify individual action required for post-16 transition.

Using the action planner on pages 4-5, students reflect on progress to date and identify further action required. • Highlight to students that they should review this at intervals to ensure they are on course with their plans.

2 how are you doing?

Students review factors influencing post-16 option decision making. They identify individual progress for decision making

Students complete the questionnaire (How are you doing?) individually (note that some may need more help and explanation). Group discussion: • Decision making (why

and transition post-16.

factors covered in exercise are important when deciding on and planning a course of action). • Importance of early planning/action for post-16, and implications of not doing this. Highlight to students the support available in school.

3 your skills and interests

They identify implications of skills and interests for post- 16 options and careers ideas.

• Individual completion of skills assessment - exercise 1a - and the skill type bar chart - exercise 3 (chart is on page 13). • Feedback from the group on: – What jobs could lead on from skill types. – Why we have to consider our skills and interests when choosing careers and options.

4 what are you like?

Students can identify areas of strength and weakness in relation to their progression

• Students complete exercise 1a individually. Explain homework activity, exercises 1b and 1c. • Follow up session – group discussion about what they have learnt about themselves from this exercise, and why it is important to take feedback from others. • Students complete exercises 2 and 3 individually. Students use exercise 3 to set targets for themselves.

5 different qualifications

Students identify post-16 options. They can explain key differences between post-16 options

• Students construct a list of qualifications and predicted results. • Highlight to students that the careers adviser in school can help them decide which option suits them best. • In groups, students discuss key differences between options choices, feedback to whole group. • Go through new qualifications levels and explain terminology and the new grading system. For more details on the new

grading system see www.gov.uk

6 changing job market

Students consider the change in the Labour Market and the effect it may have on the job market and their lifestyle, and choices.

• Introduce the idea of the changing job market, and look at the graph on page 22 as a whole group. • Students complete exercises 1 and 2 in small groups and then contribute to class discussion.

7 personal learning and thinking styles

Students identify personal learning and thinking skills they use in their daily lives

• In groups students discuss activities/tasks they do in or outside of school which require them to use PLTS (each group focusing on 1 or 2 PLTS). Groups feed back to rest of class (where possible, highlight importance of skills to compete for jobs in the labour market). • Students research career ideas looking at the skills required and making links to PLTS.

8 money matters

Students identify key types of financial support, available post and describe the financial implications of their post-16 choices.

• In small groups/pairs match key word to definition. • Ask groups for definitions of each, filling in gaps.

9 choices now, choices later

Students understand that different people have different motivations and the implications. They can explain the financial benefits of being better qualified

• Class reads the information on Macey and Danielle. Discuss, including what they each wanted from work. • Individual completion of exercise 1 and then 2. Discussion points could include monetary value of higher level qualifications; short and long term rewards; job security; what motivates different people (money, helping people, being valued, being own boss etc).

10 making applications

Students identify key elements of good and bad applications.

• Class discussion about how they apply for post-16 choices including work with training,

Create a CV and covering letter

dos & don’ts of making applications and about the importance of CVs. • Students draft CV and covering letter using example.

11 preparing for interviews

Students can recognise what employers are looking for in applicants. They can identify skills and abilities, and evidence of these in the context of an interview.

• Group discussion of employers’ recruitment needs and purpose of interviews. • Individual completion of self-awareness statements (exercise 1). • Reinforce importance of interview preparation and tailoring applications.

12 where have you got so far?

Students will be able to track their post-16 transition progress, and identify any further action required.

This section is designed to help students review their progress with the topics/activities covered in this booklet. Individuals complete questionnaire. Where students identify action still required they should refer back to the Year 11 Planner exercise completed earlier (on pages 4 and 5).

13 Review and evaluation

Final destination to be checked