- Ask pupils to reflect in pairs on the different roles they play at the moment, eg as pupil, son or daughter, employee, carer. Compile a class list. Pupils identify what work or tasks are associated with the roles, eg schoolwork, housework, delivering newspapers, caring for children, other relatives or neighbours.
- Pupils work in groups to develop questions to be used to interview adults - in school, at home or in the community - to find out what type(s) of work they do, eg paid or unpaid, full-time or part-time, where they have worked, if they have ever moved to find work, if they have retrained to change jobs, what changes they have seen during their working life.
- Pupils use the results of their research, together with data from the internet, newspapers and other media sources, to:
- identify categories of work, eg employment, self-employment, job-seeking, voluntary work, work in the home including caring for children, and consider how people in different roles contribute to the economy and to society
- identify changes and trends in working life and their consequences, eg a shorter working week, the growth of service industries, the decline of manufacturing, the ICT revolution (resulting in the need for retraining and lifelong learning), workforce migration, the introduction of equal rights and benefits for part-time workers, changes in maternity/paternity leave
- consider the implications for their own career paths, eg the need to develop transferable skills and to plan to continue learning throughout their lives, and the value of voluntary community work
- Each group of pupils looks through a selection of newspapers to find articles that discuss work-related issues. How do different newspapers portray the world of work, eg different types of paid and unpaid work, parents who stay at home to look after children, a successful company, an industrial tribunal, a case of bullying at work, a case of unfair dismissal, voluntary or charitable work? How does the media present different industries in the UK, eg manufacturing, farming, banking, teaching, the public sector?
- Groups present their findings orally, in writing or through a presentation using ICT. They could produce a display for other members of the school or wider community.
- Individuals record their own findings and contributions in their citizenship portfolio.
|
|
- know that they play different roles in life and that these involve different types of paid and unpaid 'work'
- recognise that the world of work is changing rapidly, and identify the impact of certain changes
- appreciate the need for lifelong learning and a commitment to developing their own skills
- recognise the role of the media in presenting different types of work and work-related issues and an image of work in the UK
- discuss and present the results of their enquiry (using ICT), describing causes of trends and some of the consequences
|
