Tutor's Manual


Introduction 2
How to use the Tutor's Notes
and Student Worksheets 4
Group Activities and Games

Jobmatch! 5
What's My Line? 8 ,<JCto
Opinions 11 Ctt;
Links 13
Individual Activities and Games
My Interests 15
My Skills 17

Other Ideas for using Jobmatch! 18

G\e~'f... List of Jobs 19
u{\\S List of Demand Cards and Jokers
~cco 23
Chart of Demands Profiles 24 Introduction


Jobmatch! is designed for careers education programmes in Years 9, 10 and 11. Through its games and activities using playing cards, it aims to develop occupational and self-awareness. Within Jobmatch! there is a Tutor's Manual and two identical sets of A6 cards. In each set there are 40 'job' cards, 36 'demand' cards, and 4 jokers. Each job card features an illustrated job title and each demand card contains one job-related skill or personal quality. The four joker cards are used to vary the rules of the game Jobmatch! and elsewhere serve as markers in association with various card sorting exercises.

which careers unfold. It is now necessary that our young people at school and college appreciate the importance of acquiring a range of key vocational skills. They need to be encouraged to adopt a flexible and adaptable attitude to work.


In developing self-awareness, a key strand in careers education and guidance, it is not uncommon for students to evaluate their strengths and weaknesses, their likes and dislikes. Personal profiles of this nature are widely used in computer-aided guidance systems to help narrow down the range of job suggestions. But with this new more flexible approach to careers choice, the process of sifting through and discarding difficult or unattractive aspects of jobs assumes a new role: it reveals an unhelpful tendency to erect barriers to career development and progress.

The purpose of Jobmatch! is to help students become more aware of the wide range of

skills and personal qualities required in many jobs today. Some activities also involve self-assessment exercises to help students reflect on their own interests, skills and personal qualities, and consider ways in which these may be developed.

Students need to see how important it is to keep an open mind about their futures in order to seize eagerly any suitable opportunities that arise. They must be prepared to respond to change and understand the need for retraining.

Traditionally, careers education and guidance has emphasised the importance of identifying and matching a person's skills and interests to specific job opportunities. This 'round peg in a round hole' philosophy has also underpinned many computer-aided guidance systems.

Jobmatch! has been designed to help younger students appreciate that although a job often

has one or more distinctive skills, it will also have some skills in common with other jobs. To

secure a good start in life, students must develop a broad portfolio of basic occupational skills and

Today, however, the pace of technological change in a job market that offers little promise of longterm security has dramatically altered the ways in



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There are many psychological and physical barriers which interfere with communication between careers tutors and their groups. Students have grown up in a world of powerful visual communication experienced through films, television and videos. They may easily become disinterested in the classroom when presented with printed material or sophisticated verbal concepts. For some students, their lack of occupational experience coupled with low reading attainment creates yet another barrier to the interpretation of information and ideas.

Research into the use of illustrations in the classroom has shown that pictures can have many benefits. They effectively arouse interest and can supply information and ideas to help stimulate discussion. Their content must be related to the lives and interests of the students, yet must not be so detailed that they overwhelm the reader with information. At one extreme, they can bring out emotions and strong attitudes towards the subject; at the other extreme they can help to relieve tension in a stressful situation. But although pictures may communicate where words fail, they cannot be relied on alone to achieve a learning process. Later pages in this manual show careers tutors how they can use the illustrated Jobmatch! ca rds to best effect.


Initially, a large sample of job titles was

assembled to cover a wide cross-section of work activities and environments. The categories included practical, outdoor, clerical, administrative, persuasive, scientific, medical, social service, arts and entertainment. The sample was adjusted to reflect the kinds of job titles that younger students would recognise, even though they might not appreciate fully the duties and demands associated with each job.


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A list of job demands was drawn up from an analysis of the skills and personal qualities featured in various careers education publications and computeraided guidance systems. With the help of this list, a demands profile was drawn up for each job title. The demands profiles for all the jobs are given on the back page.

Using a computerised mapping procedure developed for the American College Testing Program, the job titles were plotted according to the similarity of their profiles. The closer the relationship between profiles, the closer the jobs appeared on the map. The use of this map ensured that the final selection of 40 job titles was based on a well-balanced and broad range of occupational activities and avoided unnecessary overlap.


To give students an idea of how many openings there are in the different jobs, each one has been classified according to four broad categories:

m Jobs that are found nearly everywhere and which employ many workers (over 25,000) m Jobs that are found nearly everywhere, but which employ fewer workers

Ii1 Jobs that are found in fewer places and which employ few workers

m Jobs that are only found in few places and which employ very few workers.

The classification for each job is given in the List of Jobs on pages 19-22.


Jobmatch! has been developed and trialled with the help of several careers advisers and co-ordinators. Special thanks, in particular, go to

the staff and pupils of Richard Hale School, Hertford and West Bridgeford School, Nottingham; and to Mary Hurlstone, Advisory Teacher for Careers, Hertfordshire.


How to use the Tutor's Notes

and Student Worksheets

Here is a brief guide to the headings used in the following pages describing the various games and activities.


A suggestion as to how the game or activity might be introduced to the group.


This section describes how the game or activity would normally operate.


Student Worksheet

At the end of some games and activities you will find a Student Worksheet. This may contain a summary of the game or activity, further tasks, or discussion topics. It is to be photocopied and distributed to groups or individuals as directed.


Suggestions for summarising, rounding-off, or evaluating the game or activity.

Below is a list of the games and activities. The main topics covered by each are given.

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Tutor's Notes



, In the following game, your task is to find three skills which are shared by two different jobs. Each team will receive three cards describing a different skill, but they might not match both -

Group Activity/Game

or even one - of the jobs. By following the rules for swapping cards, and by thinking carefully about the two jobs, you should be able to match up your cards more successfully. The first team to match up three cards correctly wins the round.'


D Teams are formed. The team with the youngest player is responsible for organising and starting the game.

fJ The two packs are shuffled separately. The pack of job cards is placed face down in the centre of the table. Three demand cards are dealt to each team and the remainder of the pack is placed face down on the table.

II When the players have had the opportunity to study their cards, the top two cards in the jobs pack are turned over and placed face up for all to see.

II The team responsible for starting the game gets the first chance to see if the cards it holds matches both jobs.

II If the first team is unsuccessful at matching its three cards, the game passes to the team on its left and so on in a clockwise direction.


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Group Activity/Game

Tutor's Notes


m If the three demand cards appear to match both of the jobs, the team calls 'Jobmatch!' and describes the links to the other teams. Matches may be challenged and any dispute is resolved by the tutor with reference to the List of Jobs.

IJ If the cards do match, the successful team keeps the pair of job cards as a winning token and exchanges one of its demand cards for a new one. The next two job cards are revealed and the game is continued by the successful team (see 4 above).

If it is decided that the cards don't match,

the game moves to the next team who are given the chance to win the round.

m If all the teams have failed to match their cards, they each exchange one of their three cards for a new one from the demands pack. The rejected cards are placed in a used pile, and the game is continued by the first team.

D The winning team is the one holding the

most winning tokens when the pile of job cards is exhausted.

lID If, during the game, the demands pack is exhausted, the used pile of demand cards is shuffled and reused.


Student Worksheet

The questions on the Student Worksheet could be raised with the students while the game is still fresh in their minds. Discuss the questions in class, and/or ask the students to write down their thoughts.



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Student Worksheet


Here is an outline of the basic game:

D The team with the youngest player is responsible for getting the game started. The job cards are shuffled and placed face down in a pile in the centre of the table. Each team receives three demand cards and the rest of the pack is placed in a pile face down next to the pile of job cards.

D Two job cards are revealed and teams take turns to see if their demand cards match both jobs. The game always passes to the team on your left.

D When it is your turn, if your cards match both jobs, call 'Jobmatch!' and explain the links to the other teams. Your tutor will resolve any


II If your cards match, keep the pair of job cards as a winning token and exchange one of your demand cards with a new one from the pack. Place the rejected card in a pile of used cards. Turn over two new job cards from the top of the pack and continue the game.

If your cards don't match, another team will be given the chance to win the round.

D If no team can make a match, each team replaces one of its demand cards with a fresh one from the demands pile. The rejected card is placed in the pile of used demand cards.

II When there are no more demand cards, shuffle and reuse the pile of used cards.

IJ The winning team is the one holding the most winning tokens.


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Group Activity/Game

Tutor's Notes

What' 5 My Li ne 7



'This is a game where you co-operate rather than compete with each other. Team A will identify a job by asking Team B questions about it. This is an opportunity for everyone to think carefully about the demands of a job in some detail. It is an important skill which you will find very useful when planning your career. ,


D Team A are given one pack of job cards and one pack of demand cards.

o A member of Team B is asked to choose one

job card at random, and replace it in the pack without Team A seeing it. The job cards are then distributed among the members of Team A.

II The leader or one member of Team A now

puts questions about the job to Team B, using the statements on the demand cards as a guide.

II The four joker cards are laid out as shown below.

Very important Quite important Not sure
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"' (5 0 0
-Y.yOf • ~",.", "', .", "'-Y .",
'Y;Yor. -0."»- .yOr • ~", Unimportant

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-Y.yor • '/,,,,""

Depending on the answers given by Team B, the leader of Team A places each demand card in a pile beside the joker that carries the most relevant heading. If present, the tutor should overrule any misleading answers given by Team B.



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Tutor's Notes

Group Activity/Game

What's My Line?

III Members of Team A gradually discard any jobs which do not appear to match up to the answers given by Team B.

II When the demand cards are exhausted, Team A has to decide which of the remaining jobs is the best match.

II The teams can take turns at choosing and identifying the jobs.


. Student Worksheet

At the end of this game (or one of its variations), the students should be ready to investigate an occupation of their own choosing using the What's My Line? worksheet.


Upon completion of the worksheet, encourage students to consider and discuss situations in which they may have experienced some of the demands listed on the worksheet. They can also identify school subjects or spare-time activities in which the various skills and personal qualities may be developed.



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Group Activity/Game

Student Worksheet

What's My Li ne"?

Name of job Describe the main duties of the job ~

This job is found D nearly everywhere D in few places. It employs Dmany workers Dfew workers


Answer the following questions about the job by ticking one of these boxes: Very important, Quite important or Unimportant.

If you are unsure, tick the? box.

..... c:
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0.. 1:::
0.. E
E 0
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OJ ::::l c:
> a ,.... ::::l How important is it

List the numbers of any demands which you have not yet had to meet: _

List the numbers of any skills which you need to improve: _


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Tutor's Notes



, Although you have little experience of the world of work, most of you will have quite strong ideas and feelings about jobs. We are going to explore these in this game. It will be interesting to see where you get your information from and how accurate it is. '

Group Activity/Game


D One complete pack of job cards and one Opinions worksheet is distributed to each team.

fI Both teams are asked to answer the questions on the worksheet, and are allowed 20-30 minutes to complete them.

II The tutor visits each team to listen to the discussion and observe how decisions are reached.

D On completing the worksheets, each heading

is taken in turn and the responses of the teams compared. The students are asked to explain the reasons behind their choices and describe any disputes that arose in reaching a decision.


Although there are few questions on the worksheet with definitive answers, younger students seem to have little difficulty in identifying contenders for the criteria specified. The success of this game depends on the tutor's skill in probing the reasons behind the choices. Are they based on reasonable evidence? How much are they influenced by TV and other media images?

The responses to the questions concerning roles performed by men and women in the workplace will be of particular interest. It will be seen how prevalent traditional gender-stereotyping is in the minds of the students.

The questions in Part B of the worksheet are likely to generate some original and reasoned answers. Encourage the students to consider how people might overcome their disabilities to cope with the demands of different jobs.

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Group Activity/Game

Student Worksheet


Part A: Of the jobs featured on the cards

• which is the easiest to perform?
• which is the most difficult?
• which is the best paid?
• which is the worst paid?
• which is the most dangerous?
• which would be most observed by others?
• which would be least observed by others?
• which requires the most patience?
• which is the most useful?
• which is the least useful?
• which is the most interesting?
• which is the most boring?
• which is the most creative?
• which has most power or status?
• which employs the most people?
• which employs the fewest people?
• which is best performed by a woman?
• which is best performed by a man?
• which requires the longest training?
• which may not exist in 20 years' time? Part B: Find several jobs which would be suitable for someone with

• a sight defect
• a hearing defect
• a speech defect
• a physical disability
• a breathing problem
• a skin allergy
• fits or blackouts
• a colour vision defect
• a severe back problem
• a fear of heights 12



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Tutor's Notes



, The secret of this game is to think carefully about the job cards you receive. The pictures on the cards show one setting, but think about other places where the work might take place. Also, try to imagine some of the other duties that the job might demand. '


D Two of the players are dealt 18 job cards each, and the other two players 18 demand cards each. Players sit around the table as shown below:





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Group Activity/Game

D The oldest player starts by placing a card face upwards on the table.

D The player to his or her left attempts to find a card which matches the first and, having explained the link, places that card on top of the first.

1:1 The game continues in a clockwise direction with each player trying to find a match with the last card pl:aced on the table.

Here is an example of several alternating links:

II When a player is unable to make a link with the last card displayed, the player opposite may have a go and the game continues from that player.

II If the game reaches an impasse, the cards are reshuffled and redealt. The first player to clear his or her hand is the winner.

Student Worksheet

When the game has served its purpose, deal ten job cards to each of the four students. Give each student a worksheet, and ask them to answer the questions on the worksheet based on the cards they have been dealt. The questions can also be discussed in a group.


It may be useful to keep copies of the students' lists of types of job satisfaction. They can be referred to when reviewing work values with other groups during the careers programme.


Group Activity/Game

Student Worksheet

..... Links


You will be given ten job cards. For each one, write down below two kinds of job satisfaction which you think workers would get from doing that job.

Study the list of job satisfactions, and choose those that you think will be important to you when you start work. List them below in order of importance.

Job Title

Job Satisfaction

1. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 4. _

1. _

2. 5. _

2. _

3. ---________________ 6. ------------------_

1. _

2. _

Have a go at answering the questions below.

1. _

D Do you feel that jobs in general are very different to each other, or that they have a lot in common?

2. _

1. _

2. _

1. _

D Which skills or qualities do you think are most in demand?

2. _

1. _

D Do you think that people doing the same job get the same job satisfaction?

2. _

1. _

2. _

1. _

II Which would you say gives people at work the most satisfaction: what they do or where they work?

2. _

1. _

2. _

g How might people's feelings about their jobs change with time?

1. _

2. _


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Tutor's Notes

My Interests


D The four joker cards are placed on the table so that the following headings are visible:

Definitely me Quite like me Not sure

Not like me

D The student inspects each of the 40 job cards in turn and places them under the above headings according to how he or she feels

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Individual Adivity/Game

about them. (It is assumed that the job is available and training is given.)

II When this task is completed, the student is asked to look back through the cards placed under 'Not sure' and try, if possible, to relocate them under the other headings.

II If several cards have been placed in the 'Definitely me' category, the student is asked to break them down into smaller groups. These are groups of two or more jobs which are seen by the student as being similar in some way. This may have to be explained by using examples like 'You might choose these three jobs because they involve using tools', or 'You might select these two jobs because they involve being outside in the open air'.

Regardless of the accuracy of the student's answers, they represent important ways in which he or she thinks about occupations.

II Having identified the groups, the tutor or interviewer helps the student to record them on an interview summary sheet.

D If the number of cards in the 'Definitely me' pile is very limited, then the 'Quite like me' pile is used, or cards from the two piles are combined.

D The task can then be repeated with the 'Not like me' pile.

, I


Individual Activity/Game

Tutor's Notes


My Interests


This is a fascinating activity because, unlike most other forms of occupational interest assessment, it is the student who defines the groups of jobs and their themes. A unique view of a student's work interests and values can emerge.

For some students, the groups may reflect an interest in certain occupational duties. The interviewer can then encourage the student to focus on the skills that are needed to cope with these duties. A further use of the groups is to clarify subject options or choice of a GNVQ course. Below are some examples.

On the other hand, themes that are more closely related to the conditions and rewards of work may emerge. Here are some examples:

These can be used by the interviewer to help clarify any anxieties or concerns the student may have for the future.

Don't be afraid to discuss the numbers of openings in the student's preferred occupations. It is best that he or she has a realistic idea of how easy it will be to enter a particular job. The List of Jobs gives some labour market information that can be referred to.

Whatever interests or issues emerge, rejections are as important as preferences, and should be discussed in a guidance interview. They may reflect attitudes which limit adaptability. They may also be the result of misconceptions, inaccurate occupational information, traditional gender-stereotyping, inexperience, or immaturity.


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Tutor's Notes

My Skills


D The four joker cards are placed on the table so that the following headings are visible:

Definitely me Quite like me Not sure

Not like me

fI The student inspects each of the 36 demand cards in turn and grades each one according to how confident he or she feels in coping with that activity. The cards are placed in piles under the relevant headings on the jokers.

D When the card sorting is completed, the tutor

or interviewer focuses on the cards placed in the



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Individual Activity/Game

'Not sure' or 'Not like me' piles and encourages the student to:

• describe how those skills or qualities might be of value in work or life in general; and

• select one or two which might be worked on as a challenge.


Self-assessment exercises often require students to grade themselves as better or worse than others. Instead, we suggest that you encourage the student to reflect on and discuss occasions at school, home, or in the community, when a particular skill or quality was important. Was it something he or she met with confidence or tried to avoid?


Other Ideas for using Jobmatch!

Jobmatch! is a flexible resource. There are many ways in which it may be used to increase understanding of self and knowledge of occupations. Here are some more suggestions, but careers co-ordinators and tutors should have little difficulty in developing ideas of their own.

D This card game was designed for an earlier version of Jobmatch! by Geoff Jones, a careers teacher in South Wales.

There are four players (or small teams) and one observer. Each player selects at random a card from the jobs pack. Each player then selects five demand cards from the demands pack. Players take turns at picking and discarding demand cards until they have found five which match their choice of job. The players argue their cases and the observer decides who has the best match.

o Here is an idea based on a very simple card game.

Spread one pack of job cards and one pack of demand cards face down on a table. Players take turns at lifting one job card and one demand card to see if they match in some way. If successful, the pair of cards is kept as a winning token.

II This activity should help students appreciate the interdependence of various occupations.

Two teams are each given one pack of job cards with the instruction to identify those jobs in the pack which might contribute to the life of a hospital. Although it is not immediately obvious, most of the jobs featured in the pack can make some kind of direct or indirect contribution. Other working environments which could be investigated in this manner are a school or college, a hotel, or a local factory.


II One student who has a specific career goal in mind is encouraged to perform a skills analysis in a similar way to My Skills on page 17. This time, however, the student sorts the demand cards under the headings on the jokers 'Very important', 'Quite important', 'Not sure', 'Unimportant', according to his or her willingness to develop those attributes. The student may add further skills or personal qualities if necessary. The rest of the group use the second pack of demand cards to undertake a skills analysis of the job in question. The two profiles are compared and discussed.

gin this activity, a student who has no career goal in mind is encouraged to perform the skills analysis as outlined above. The emphasis is again on a willingness to develop or acquire certain skills and personal qualities. Further skills and qualities may be added if necessary. The rest of the group study the profile and with the help of the resources given for What's My Line? (page 8) offer job suggestions for further research.

II The job cards can be useful for illustrating different ways of classifying work. Here are some examples:


work with ideas, objects, facts, or people


outside, office, factory, sales, caring

levels of training

NVQ levels 1 to 5

entry qualifications

general/specific GCSEs, A-levels, degree

ease of entry

many, quite a few, few openings


caring, advising, persuading, leading, selling, teamwork, independence

opportunities for advancement

limited, some, many

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List of Jobs

Here is a list of the 40 jobs accompanied by brief job descriptions and the code numbers of their associated demand cards. These are offered as a general guide and are based on current literature and discussion with people in those jobs. The associated demand cards reflect a particular interpretation of what the job involves. Users may identify other links between the jobs and demands.

For each job, the labour market is summarised as: m Jobs that are found nearly everywhere and which employ many workers (over 25,000) III Jobs that are found nearly everywhere, but which employ fewer workers

II Jobs that are found in fewer places and which employ few workers

m Jobs that are only found in few places and which employ very few workers.

Accounts' clerk

Helps to keep records of financial payments, bills, and receipts. Checks travel expenses, prepares VAT returns, and answers queries from customers or colleagues.

311 16171819242631 36

Actorl Actress

Performs roles in plays, films, and commercials. There is always a lot of competition for this work and

good contacts are as important as talent. A job that needs self-confidence, dedication, and good health.


Air traffic controller

Checks flight plans and weather conditions. Controls aircraft movements, landings, and take-offs. Studies aircraft positions using radar and advises pilots by radio. A responsible job requiring concentration and attention to detail.

34791014171819222425262931 323336

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Dental surgery assistant II

Assists a dentist at the chairside. Mixes fillings and sterilises equipment. Makes appointments and issues bills. A blend of science, office administration, and personal service.

24910151617181921 2223242526 27 29 30 31 33 35 36

Disc jockey

Plays recordings of music for dances, discos, and parties. Sometimes also works in a hospital. May have to make public announcements and encourage people to relax and enjoy themselves.

24791114162021 22242631 32333435


Diagnoses illnesses and prescribes treatment. May undertake surgery, deliver babies, prescribe drugs, and counsel seriously ill patients. Demands a lot of scientific knowledge, dedication, and discretion.

1 3491011 12141517 18 19 21 2223242526 27 29 30 31 32 33 35 36

Electronics assembler II

Assembles a wide range of electrical components onto printed circuit boards. Sometimes uses special magnifying glasses for working with small components. Needs good colour vision as many components are colour-coded.



Prepares the land, grows and harvests crops, rears animals for meat and dairy products. Uses a range of agricultural machinery. Works anti-social hours and is often isolated from other workers.

1 567891011 12131417 18232425293234


Motor mechanic



Works in a school, college, public, or specialist library. Orders, catalogues, displays, and lends books. May help people with their research and may specialise in certain topics. Sometimes works with videos or music recordings.

1 4 10 11 17 18 19 20 21 22 26 30 31 34 35 36


Patrols an area of a public beach or pool, keeping a watch for people in difficulty. Will be required to administer first aid. Must be a strong swimmer, physically fit and alert.

1 234567891011 121415161921 222425 26 27 30 31 32 33 35 36

Lorry driver

Loads, unloads, and transports goods by lorry or heavy goods vehicle. Has to work anti-social hours and may spend many hours on the road alone.

1 36789101113 14 15 1621 23242633

Repairs and services cars, motorcycles, buses, coaches, and lorries. Practical and heavy work in what may be a dirty and draughty workshop. Must be able to follow technical diagrams.




Looks after patients in hospital. Tends to their cleanliness and comfort. administers medicines, sets up equipment, and keeps records. Should be calm, observant and reassuring.

1 247891011 1214151718192021 222324 25 26 27 29 30 31 32 33 35 36


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1 3 5781014162324282931 33


Makes and fits displays, shelving, seats, counters, and checkouts in shops, stores, and restaurants. Much of the work is undertaken at night or during weekends.

Social worker

Helps people with difficulties at home or in the community to overcome their problems. Works with children, senior citizens, homeless families, unemployed workers, new immigrants, and ex-offenders. Requires patience, listening skills and sound judgement.

491112171921 2226273031 32333536 Sports centre assistant II

Helps to organise equipment and the programme of activities at a sports or leisure centre. Duties will include reception and information, security of changing rooms, storage and repair of sports equipment. Assists with certain sporting activities.

14791415162021 2223242731 3233343536


Feeds, waters, grooms, and exercises horses. Cleans out stables and yards, and looks after riding tack. May give riding lessons or lead rides.



Teaches students in a school or college, helping them to develop their skills, understanding, and knowledge of a particular subject. Sets and marks homework, coursework, and exam papers. Prepares reports for parents and guardians.

24791011171819202122232425262728 29 30 31 32 33 35 36

Traffic warden

Penalises drivers who park illegally. Gives advice, issues warnings or parking tickets, and reports certain offences to the police. Must be observant and courteous, but firm.

236791011 151618192122262731 323336


List of Oem and Jokers

Demand Cards


D I can lift heavy objects D I can stand for long periods


D I have good eyesight/colour vision

III can listen carefully »>

III can work at heights /

III can work in all weathers

III can cope with a busy, noisy workplace III I can cope with a dirty workplace

III stay calm in an emergency

1m I can use diagrams or maps

ml can work alone

m I am ready to face danger

m I can work with animals / m I can work at night

m I may wear a uniform or protective clothing 1m I need short training (less than one year) m I need long training (more than one year) 1m I am accurate with numbers

1m I can write reports

m I can entertain people (by actions, words, music) m I can observe people's behaviour

m I am patient with people

m I can make and repair things

OJ I can operate machinery

m I am good at science

Ell I can remember facts

m I can remember faces

Em I am good at art/design

m I can measure accurately

1m I am a caring person

m I can ask people questions

m I can give people orders or instructions m I am responsible for the safety of others m I can sell goods and services

m I can work with children

1m I can answer people's questions


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Restricted waiver of copyright

The printed material in this publication is subject to a restricted waiver of copyright to allow the purchaser to make photocopies of it for use within a school or college subject to the conditions below.

All copies of the printed material shall be made without alteration or abridgement and must retain acknowledgment of the publisher's copyright.

2 The school or college shall not sell, hire or otherwise derive revenue from copies of the material nor distribute copies of the material for any other purpose.

3 The restricted waiver of copyright is not transferable and may be withdrawn in the case of breach of these cond itions.


Chart of Demands Profiles

Accounts clerk Actor / Actress


Air traffic controller

// /~:

Bank clerk



Clothes machinist

Customer records clerk

Dental surgery assistant


Disc jockey

Electronics assembler



Gas fitter






Laboratory assistant

_/ '--------



Lorry driver


'Motor mechanic

Police officer

r--- P_o_l_it_ic_i_a_n __ l Salesperson 1



Security guard


Social worker

Sports centre assistant



Travel agency clerk

Traffic warden


Waiter / Waitress

Window cleaner

Weather announcer

Window dresser

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