Give each learner a random card and ask them to plan a journey from their home to this place, using public transport to arrive by 9am the next day. Discuss how they would feel about making these journeys. Which journeys would they be comfortable making?
Divide class into 3 groups. Give each group a different information sheet (Appropriate to their level of literacy). Ask groups to feed back what they have read to other groups. Individuals can then complete their own Bank account Evidence sheets based on what they have learnt.
Learners identify a job they would like to apply for from a list of possible vacancies. They then refer to the information about the minimum wage to calculate their earnings per week, per month and per year.
Laminate and cut-out these cards. Groups of around 4 learners look are given a set of cards and told that they saw this body language during a job interview. Firstly the groups have to identify who they would invite for a second interview based only on the body language on the card. Discuss why they selected those particular interviewees. Try to elicit descriptions of the body language seen: particularly aggressive, assertive, passive and open body language (Unit 3/2.1 & 2.3)
Cut the worksheet into slips. Each will make a sentence using polite, formal language. Give each learner a slip and ask them to re-arrange the word to make a formal sentence (they can cut the sentence into individual words if this makes it easier. Just make sure not to mix-up the words with other sentences) As learners solve the sentences they write them down, or stick the words back together in the correct order. They then take a new jumbled sentence.
Individuals are given a worksheet each. They have to question other class members to collect data on the three topics on their worksheet. When this is complete they can use different methods to order their data (unit 4/1.7). As an extension activity they could create a spreadsheet (Unit 4/3.3 and 3.4)
Divide class into groups of 3. Each group member has a page containing 4 months from the calendar. Learners are asked to mark their own birthdays on the calendar. Then Each group gets a set of cards and works together to write the events into the correct spaces of the calendar. Tutor checks achievement by asking questions eg. "What happens on March 1st. This is an opportunity to emphasise British Values.
Can be completed individually or in pairs depending on the ability of the learners. The task is to read a table of information about a fictional class of learners and identify the 5 oldest learners etc.
Embeds alphabetical order, as well as maths and reading.
Divide class into 4 groups, give each group one of these sheets and ask the group to make notes about what you should and should not do to demonstrate this quality at work. Afterwards lead a class discussion on their ideas and try to agree why these are key qualities for employers.
After learners have completed their workplace induction, ask them to complete this checklist. Then discuss what these activities consisted of in detail and why they were included. Use this discussion to support completion of the workplace logbook.
Firstly ask learners to try and remember problems they have faced (or may face) in their work placement, then ask them to use this template to describe these situations and explain how they could get help.
Ask learners to use page 1 to identify true statements about themselves. Encourage them to be honest and to identify both positive and negative things. It is not necessary to choose one from each pair of statements.
Ask them to reflect on the impact of these behaviours in the workplace. Then use page 2 to explain which negative behaviours they should try to stop; which positive behaviours they should start; and which positive behaviours they should continue.
These responses should help to build SMART targets for the ILP.
Print out several copies of these pages and give a set to small groups. Ask each learner to find items to make a suitable interview outfit. They should cut out the items they have chosen and stick these to a sheet of A4 paper. Then write a brief description of their outfit, why it would be suitable and calculate the total cost of the outfit.
As it may be rather taxing for some learners to plan detailed answers to a large number of interview questions at one time, use this worksheet over three sessions. Concentrate on the depth of the answers, describing examples of things they have done, rather than very short responses.
Divide class into small groups (Ideally 3 people).
Give each group a sheet and to start with, just ask them to note down the names of the people who have done these different things. When this is complete ask the groups to suggest skills or qualities demonstrated by these different activities.
Finally individuals are asked to write statements about their own transferable skills eg, I am reliable, physically fit and patient. I am good at animal care, problem solving and cooking.
The tutor can then ask the learners what they have done to demonstrate they have these skills and qualities.
Learners give a score of 0-5 for how important each item is to them when considering their future career. They then suggest a job they would like to be interviewed for and say whether that job would give them what they were looking for in a career.
This could lead to a class discussion on what people wanted from their jobs and suggestions on which jobs might better meet their needs.