Neighbourhood

Careers Unit
Week One
Session One
Self Development
Session Two
The Faces of Me
Session Three
Career Case Study
Session Four
Organisation
Learning
Intention
SWBAT:
Recognise attitudes to values and
how this influences their future
pathways.
SWBAT:
Recognise how there are many different
perceptions people develop about us and
staying positive about ourselves is important.
SWBAT:
Use case studies to explain particular
choices based on skills and develop an
awareness of higher education.
SWBAT:
Identify means and ways of organising themselves
at school.
Success
Criteria.
To be successful this lesson:
1. Place a rating on their
values.
2. Recognise that the
values we hold are
different to others.
3. Reflect on our qualities.
To be successful this lesson:
1. You have recognised that negativity
can be changed to positivity.
2. That to different groups I present
different sides of myself.
To be successful this lesson:
1. You have participated in group
activities, actively.
2. You have completed your
homework.
3. You are able to explain and
describe the ways in which a
skill differs from a quality.
4. Understood that learning is an
ongoing journey.
To be successful this lesson:
1. You have read and grasped the case
study.
2. Answered the questions in detail
3. Developed some strategies to help you
keep organised.
Materials
Resource 1, laptop trolley/
cages, careers books.
Interactive TV/ WB, careers books. Careers books, butchers paper with
prompt on it, interactive WB/TV.
Careers books.
Vocabulary
Values, occupation, pathway,
individual.
Perception, quality, difference, self, qualities,
positivity, negativity, influences, confidence.
Case study, apprenticeship, university,
vocational, education, career, plan.
Organised, exam, result, time management, routine
Assessment
Formative:
- Value ratings
- Identification of other
values.
Formative:
- Reflecting on own qualities and outer
influences.
- Poetic piece.
- Matching of qualities to an occupation.
Formative:
- Homework qualities
- Matching skills to occupation

Formative:
- Stream of consciousness/ quick write
- Case study responses

Whole Class
Intro
10 mins
Discuss the effect that our
experiences have on our
individual choices. However, we
may find people who we connect
with that will often have the same
kinds of values because
experiences may be shared.

Create a definition of what a value
is with the class. Once created
students to copy into workbooks.

Using resource 1 ask students to
fill out and rate their choice of
values from 1-4 in order of
importance to themselves.

After students have put them into
order of importance, ask students
to identify five more values they
have.

Students to briefly reflect on who or what has
allowed them to develop a sense of self and
influence this. In full sentences students to
explain how this persons influence has
changed their perception of themselves.

Teacher to ask students as a prompting
question whether different groups would see us
differently?

The many faces of me.
Students to create a small poetic piece of
prompted writing by filling in the ends of the
following sentences encourage creativity and
use of similes:

To my family I am
To my friends I am..
To strangers I am.
To myself I am
To my classmates I am.

Check homework with students.
Discuss the qualities which were listed
by the students.

Assess prior knowledge:
Students to work in pairs to brainstorm
with the class on the board ideas about
how one should present at a job
interview.

Share with the rest of the class.


Put the word organisation on the board.
Instruct students to do a stream of consciousness
and write down everything that comes to mind
when they hear the word. This should take about 3
minutes.

Students to come up to the board and contribute
one thing to the brainstorm using a whiteboard
marker.

Discussion and responses to case study page 9 of
careers booklet.

Students to think about their typical everyday
routine when they get home. They are to write in
times that are busy and what with in order to
manage their times better.

Share routines with other students on the table.

Discuss using the case study as a launching pad.
Share and reflect. Share some of the responses with others on
the table.

Can we identify any qualities about ourselves
in this short piece?
What is a quality?
Main Activity
30 mins
Arrange students into groups of 5
and provide each group with 2
laptops each to use.

Students will use the laptops to
research one of the following
people (teacher to write choices
on the board):
Cathy Freeman
Nelson Mandela
Marie Curie
Ahn Do
John Brack
Archie Roach
Jim Stynes

After researching the chosen
individual students to identify what
values the individual may have
based on their achievements.

For example, Morther Teresa may
value based on her experiences
charity, tolerance, selflessness.

Students to each present their
work on a piece of butchers
paper outlining the experiences of
the researched individual as well
as the values they may have.

Each group to share their findings
with another group.
Stream of consciousness:
In a timed setting of 5 minutes and no more
see if you can write down as many qualities as
you can about yourself.

After the five minutes is up create a bank of
positive qualities. Students to copy into
workbooks.

Reflect on the work done last term on positive
self talk. Ask if anyone can remember how
negative self talk effects us? How does it put a
barrier between us and our goals?

Explain that knowing our own personal
qualities and looking at these positively can
help us to select an appropriate career path.

Match the Quality to the occupation:
Teacher to put on board:
Students will then fill in what kinds of qualities
different kinds of jobs would require.

Pastry Chef at a five star hotel
Mechanic repairing heavy equipment
Restaurant manager of a caf in a
plaza
Hairdresser in a busy salon
Web Designer for small businesses
Call centre operator working working
for emergency services
Musician in a rock band
Truck Driver
Teacher in primary school

Teacher to project the Job Guide website onto
TV and look up some of the jobs and the
qualities associated with it.
www.jobguide.deewr.gov.au

Students to consider a job they aspire to have
in the future. What kinds of qualities are
associated with this job? Are there any
qualities that you need to boost?

PROMPTING QUESTIONS:
- What would you like your boss
to know?
- How would you discuss your
skills?
After the class brainstorms together,
turn to page 6 of the careers booklet.

Read the case study as a class
students to then answer the questions.

Students will then share their answers.

Develop understanding of skill vs.
quality:
What is a skill?
How do skills differ from qualities?

As a class determine three possible
skill requirements for the following
occupations:
- Dentist
- Barista
- Lawyer

Instruct students to open their books to
page 6. Students attention directed to
My Task on the bottom of the page.
Students to apply their understanding
and complete.

Students to work in groups of five. In
these groups students will discuss and
brainstorm the following:

- Why do you have to go to
school?
- What will happen if you do not
attend school?
- Will a future employer want to
know details of your
employment?
- Will you earn more money if
you stay in school?
How Alex could have maximised the use of his time
before his homework was due? Students to uggest
some alternative ideas.

Relating these suggestions back to the students,
draw their attention to the list of organisational tools
on page 10.

Get students to put these in order from 1- 10. 1
being most important and 10 being the least
important.

Students to select two of the organisational tools
discussed numbered and write reflectively on how
they have applied these to maximise productivity
and maintain organisation.


Conclusion
10mins
Students to identify what a skill is and what
kinds of skills are required for the job they have
chosen and these skills are referred to as
employability skills.
Basic Thinking People
Reading
Maths
Creativity
Problem
solving
Communication
Team work
Leadership

Share with a partner.
Explain that hopefully now students are able to
see that there are many different qualities
people can have and that everyone is different.
Watch the following video called Whats
the Point?
www.nationalcareerdevelopmentweek.c
om.au

Explain to students that even though
work is available the way to get better
paying work is to ensure that you have
credentials and have gone through
training and education. Even after you
get a position in a workplace, learning
is an ongoing process.

Read through as a class pg 7 Finding
out about skills and learning.


Sharing reflections in table groups.

Exit Pass:
Students are to select the tools they numbered 9
and 10 and write down ways they could implement
these into their own learning.

Homework
N/A Show the qualities that you brainstormed
to a family member see if they can identify
or circle from the bank, more qualities that
they think you have.
N/A Students to complete their planner before next
week in their careers booklet to show how
they have met their goals of keeping their
studies organised. Students to reflect on their
time management now.