Careers Lighting FiresQfL: How might be English relevant to my future?

Do nowThink, pair, share: what links all of the items in front of you?

Think and reflect: Which of the PACCAR words do you most

identify with? Why?

Research task: skimming and scanning 1. What qualities do you need? E.g. persistent and principled.

2. What skills do you need? What do you need to be good at to do this job?

3. What would a normal working day be like? What work would you spend your time doing?

4. How much can you expect to be paid? How much will you be expected to work? E.g. Would you have to work during evenings or on weekends?

5. What do you need to do to get this job? How can you get this job?

Either: Working as a group, devise a drama performance which explores a day in the life of someone with this career. Your performance should include:

An impression of where and how your character lives

A challenge they face in their job

A success they have in their jobChallenge: can you include all

of the props from the start of today’s lesson in your performance?

Individually, write a story describing a day in the life of someone in this career.

Your story should include:

A description of where and how your character lives

A challenge they face in their job

A success they have in their job

Challenge: can you include all of the objects from the start of today’s lesson in your story?

Or

Sharing our stories and performances. As you listen ask yourself…

Which job do you like the sound of

most? Why? Which of the

PACCAR words does this job

link to? Why?

Why is English relevant for

someone in this job?

Possible ways in/starters:A quiz to work out which PACCAR word they are most strongly.Props/puzzles/predictionsCan they match job titles to PACCAR qualities? How do they make those links? Do the lesson and retrospectively work out which career links to which of the PACCAR words?

Image

Job title:

Excitement: %Principles/ethics:

% Pay: %

Hours: %

Stress: %

Special power:

Give students a question or problem that someone in that job would try to answer.

Create a timeline/backwards plan for someone who wants this career. What would they need to be doing when they are in Year 9? Year 11? Aged 18? Aged 21? Role play a job interview for this job. How would you answer the questions (you could either give students the interview questions or co-construct them as a class at the start of the lesson: why do you want this job? What do you think the greatest challenge will be? What skills do you bring to it? Etc.)Research their given job and feedback through a whole class presentation.

Create career Top Trumps cards – either give students the categories or as a class agree on categories. Which job wins?

After learning about each job, carry out a survey/interviews to ascertain which is the most popular in your class. What follow up questions will you need to ask to work out what students look for in a career? How will you present your findings?

Find someone who does that job and interviewing them (home learning).