Economic Wellbeing and Financial Capability Key Stage 3

ECONOMIC WELLBEING AND FINANCIAL CAPABILITY KEY STAGE 3

Acknowledgements

The writing and production of this document has been made possible by funding to Lancashire Learning Excellence from the Training and Development Agency for Schools.

The project was lead and directed by Barbara Farbon Teacher adviser for PSHE education and Marion Waddington Specialist adviser for PSHE education.

The following teachers and schools have been involved with the project that was funded by TDA: The Writing Group Anne Bangay LEMS Pregnancy & Parenthood Service Sue Hughes North Cliffe School, Great Harwood Trudy Clarke Fleetwood Sports College Margaret Hughes Hutton C of E Grammar School Lyn Doyle Our Lady’s Catholic College Lancaster Kay Kempers Heysham High Sports College Linda Fearn Broughton Business & Enterprise College Sarah Penman Southlands High School Alun Forsythe Worden Sports College Marie Reed Our Lady’s Catholic HS Preston Other members of the project group Sue Annice Alder Grange Community and Technology Kay Mercer Norden High School and Sports College School Rawtenstall Katy Brown The Hollins Technology College Tony Mudie Lytham St Annes Technology & Performing Arts College Rebecca Cook Christ the King Catholic Maths and Nicola Richards Lathom Technology College Computing College Adel Butt Glenburn Sports College Susan Seed Fulwood High School and Arts College Julie Grimshaw West Craven High Technology College Matt Sharples Hamledon Community College Jane Kay Ridgewood Community High School Carolyne Warburton Balshaws C E High Specialist Engineering School Lynn Lo Walton le Dale Arts College and High Annette Whittaker Whitworth Community High School School Jo Lowery Garstang High Community Technology Hafizah Ismail Independent Consultant College Special thanks should also be given to the head teachers of these schools for supporting the teachers involved and to the administrative staff of Learning Excellence for their contribution to the success of the project.

1 ©Lancashire Learning Excellence 2008 Contents

Introduction 3 Background • National Curriculum Guidance on Personal Development 4 • Every Child Matters 5 • National Curriculum Programme of Study • The importance of economic wellbeing and financial capability 11 • Key concepts 12 • Key processes 13 • Range and content 14 • Curriculum Opportunities 15 • SEAL 16 • SEF 16 • Healthy Schools 16 • Students with SEN 17 • School policies 17 Teaching PSHE education • National CPD programme 18 • Best practice 18 • Time allocation 19 • Assessment 19 • The use of drop down or off timetable days 20 • Time for Change (OfSTED) 21 • Cross Referencing this scheme 24 Scheme Overview 25 UNIT 1 Economic Wellbeing 29 UNIT 2 Financial Capability 47 UNIT 3 Enterprise 61 UNIT 4 Careers and Work related Learning 73 Appendices 95

2 ©Lancashire Learning Excellence 2008 Introduction

This document has been produced to support teachers who may be devising a suitable PSHE education scheme of work for their school. It contains suggestions for the development of Economic Wellbeing and Financial Capability at Key Stage 3.

The learning outcomes used in the scheme of work are for guidance and can be adapted. When planning, consideration must also be given to local and national research into young people’s needs and, of course, the National Curriculum framework. It is best practice that the needs of the students are considered and their views are sought before deciding what should be included in your school’s scheme of work for PSHE education.

Suggestions for learning experiences have been made, they can be extended and developed as is felt appropriate to meet the needs of the students. Active learning and teaching approaches will greatly influence the learning experiences of the students and wherever possible there should be a move away from the 'death by worksheet' approach. In all lessons, adequate time must always be allowed for reflection. (*see Best Practice)1 The Circle Time approach is an excellent method for the delivery of PSHE education and wherever possible there is an emphasis on activities that can be adapted to this approach. This approach should not be attempted without adequate training.

Whilst each of the themes covered in PSHE education will have an element of knowledge and understanding, it is vital that teachers recognise that effective teaching in PSHE education should also give attention to the importance of the teaching of skills and exploration of attitudes and values. The notion of self esteem should be at the heart of all the work that is covered in PSHE education. When a young person is self aware and self confident they will be able to set goals for themselves and ultimately become equipped with the skills needed to enable them to achieve a sense of well being. Throughout the PSHE education work skills, values and attitudes should consistently aim to achieve this.

1 Page 28 – Best Practice in the teaching of PSHE 3 ©Lancashire Learning Excellence 2008 Background

The National Curriculum Guidance on Personal Development

Planning a Scheme of Work

The National Curriculum framework allows schools to be flexible and plan according to the priorities that have been identified by the students in school. In planning, it is important to recognise the social, emotional and health needs of the students in school as well as the diverse life experiences that they bring. The themes that make up a well planned framework for PSH(C)E education should include:

PERSONAL WELLBEING ECONOMIC WELLBEING & FINANCIAL CAPABILITY

Personal Values • Economc Wellbeing Sex and Relationship Education (SRE) • Financial Capability Drug Alcohol and Tobacco Education (DATE) • Enterprise Healthy Eating • Careers and Work Related Learning Safety & Risk Management Relationships Parenting Prejudice & Discrimination Emotional Health and Wellbeing CITIZENSHIP

If Citizenship is included in the time allocation for PSHE, care must be taken to ensure that the statutory requirements for Citizenship are met.

4 ©Lancashire Learning Excellence 2008 Every Child Matters

All subjects contribute to the personal development of learners. Five Outcomes for Children and Young People were outlined in the Every Child Matters' document. (DfES 2004)

ENJOY AND ACHIEVE – develop the capacity to enjoy learning and succeed in it; BE SAFE – learn how to stay safe and manage risk; BE HEALTHY – understand how to maintain a healthy lifestyle; MAKE A POSITIVE CONTRIBUTION – form relationships and participate in society; ACHIEVE ECONOMIC WELL BEING- acquire the skills, knowledge and understanding relevant to adult and working life.

These will be implicit within a well planned PSHE education provision. Further information about the Every Child Matters agenda may be obtained from the ECM website www.everychildmatters.gov.uk/.

The curriculum includes two new programmes of study, personal wellbeing and economic wellbeing and financial capability. These programmes of study make a special contribution to personal development and bring together in a coherent way personal, social and health education, careers education, enterprise and business education, work-related learning and financial capability. Both programmes of study are non-statutory, but include some statutory elements.

All young people should have opportunities to participate in a wide range of compelling learning experiences where they can try new things and meet new challenges.

5 ©Lancashire Learning Excellence 2008 Enjoy and achieve – develop the capacity to enjoy learning and succeed in it

Through becoming self-aware and self-managing (personal, learning and thinking skills: self-managers) young people will:

• develop a positive sense of their own identity and self-esteem; • be able to enjoy life and be positive about its challenges (aims: confident individuals); • use their imagination and creativity to develop new ideas, insights and new ways of doing things (personal, learning and thinking skills: creative thinkers); • learn to assess their skills, achievement and potential to set personal goals, negotiating and planning ways to meet them (personal, learning and thinking skills: reflective learners); • understand that achievement is life-long and that there are different ways to succeed; and • aim to achieve personal excellence, enjoy learning and be motivated to achieve their best (aims: successful learners).

It is essential to: It is essential to: • establish ground rules for working together; • recognise that building and maintaining self esteem is at the • focus on the positive rather than the negative; heart of good PSHE education teaching; • establish a classroom ethos that values the individual and build • ensure that materials used with students are relevant, up to date a sense of belonging and community; and age appropriate; • have a senior management team that is committed to this area • give students time to talk and value this contribution to PSHE of the curriculum; education; • recognise that happiness in life is an important factor in • be sensitive to the needs of students during transition; achievement; • be sensitive to changes in students life experiences at home; • recognise the importance and influence of the teacher as a • recognise the effects of loss, separation bereavement and role model in this area; trauma on learning and behaviour. • recognise the value of humour and sense of fun; Avoid: • adopt an inclusive approach; • start where the young people are at and use teaching methods • negative attitudes and judgemental responses; that encourage student participation; • labelling young people; • use peer and self assessment methods to inform learning; • valuing only what can be assessed; • recognise that good relationships are at the heart of good • a ‘death by worksheet' approach; PSHE education teaching; • one day events out of context.

6 ©Lancashire Learning Excellence 2008 Stay safe – learn how to stay safe and manage risks

Through learning how to make informed and responsible choices, young people will:

• understand how to identify risks, minimise them and deal with them in different situations (personal, learning and thinking skills: self-managers) be able to make safe choices (aims: confident individuals); • develop the confidence to take on new experiences and ideas safely (aims: confident individuals); • identify the dangers in new and different choices in a changing technological world (aims: responsible citizens); and • develop skills, such as negotiation and assertiveness, to resist unhelpful pressure (personal, learning and thinking skills: effective participators)

It is essential to: It is essential to: • establish ground rules for working together; • teach practical skills for child protection and personal safety; • establish a classroom climate in which it is safe to speak and • plan for progression and continuity; offer opinions; • give students time to talk and value this contribution to PSHE • start where the young people are at – identify their needs and education; prior knowledge; • use peer and self assessment methods to inform learning; • have a senior management team that is committed to this area • evaluate work to inform future planning.. of the curriculum; • teach students that they have a role to play in keeping Avoid: themselves safe; • the lecture; • identify and teach to locality needs; • shock scare tactics; • teach about risk taking and managing risky situations including calculating risk; • making judgements; • practise safety skills; • giving simplistic messages e.g. – ‘Just say No’; • using visiting speakers of whom you have no prior knowledge; • 'death by worksheet' approach; • one day events out of context

7 ©Lancashire Learning Excellence 2008 Be healthy – understand how to maintain a healthy lifestyle

Young people will understand:

• how to look after their physical, emotional and sexual health (aims: confident individuals); • that they can and should make positive choices and take sensible actions and avoid harmful choices (aims: confident individuals); and • the consequences that some decisions might have on their health and that of others and how to deal with illness, in themselves and others (personal wellbeing).

It is essential to: It is essential to: • establish ground rules for working together; • plan for progression and continuity through all key stages; • establish a classroom climate in which it is safe to speak and • give students time to talk and value this contribution to PSHE offer opinions; education. • start where the young people are at – identify their needs and • teach about risk taking and managing risky situations including prior knowledge; calculating risk with regard to health; • a senior management team that is committed to this area of • teach about healthy lifestyles and a balanced approach to the curriculum; healthy issues; • recognise that happiness has an important impact on health; • teach about healthy issues should include social and • understand that smiling and a positive outlook has a significant emotional aspects, not just physical. influence on health; • teach students that they have a role to play in keeping Avoid: themselves healthy; • the lecture; • identify and teach to locality needs; • shock scare tactics; • be aware of individual health issues for individual young • making judgements; people and their families; • giving simplistic messages e.g. – ‘Just say No’; • recognise the many influences on healthy issues e.g. finance; • using visiting speakers of whom you have no prior knowledge; culture; habit; media; time; social groups. • a 'death by worksheet' approach; • use age appropriate messages about reducing harm; • one day events out of context. • teach about sex and relationship education and drug, alcohol and tobacco education;

8 ©Lancashire Learning Excellence 2008 Make a positive contribution – form relationships and participate in society

Young people will:

• understand the multiple roles individuals play (personal, learning and thinking skills: effective participators); • develop the skills and strategies to form effective relationships in a variety of roles (aims: responsible citizens); • know how to make a difference in a group, community or society (citizenship); and • know how to work effectively with a range of people of diverse cultures and backgrounds (personal, learning and thinking skills: team workers) understand the consequences of anti-social behaviour (aims: responsible citizens).

It is essential to: It is essential to: • establish ground rules for working together; • provide extra-curricular experiences to encourage a positive • have a genuine commitment to the student voice; attitude to school; • have a senior management team that is committed to this area of • widen their experiences to include the local community and the the curriculum; wider world; • establish a school council that includes equal representation from • recognise that the school is a microcosm of society and student the full age range of the school/setting; contributions prepare them for their future involvement in society; • establish tutor group and year councils to feed ideas and • encourage political literacy and debate. suggestions from the grass roots into the full school council; • teach speaking and listening, assertiveness and questioning skills; Avoid: • involve students in the decision making processes of the • tokenistic school councils; classroom and school; • not following through on student suggestions; • recognise that students can make a valid contribution to the • autocratic decisions; governing body and its sub committees; • making assumptions about students views without hard evidence; • consult with students about the day to day running of the school; • thinking that it is beyond the students’ capabilities; • involve students in information gathering for the SEF2; 3 • avoid party political bias and persuasion; • establish a ‘partnered walk through’ approach with students as a • adult manipulation; means of developing and improving the school environment. • one day events out of context. • involve students in the process of teacher appointments and curriculum planning;

2 SEF – see page 24 3 Partnered Walk Through - Appendix 1 9 ©Lancashire Learning Excellence 2008 Achieve economic wellbeing – acquire the skills, knowledge and understanding relevant to adult and working life

Young people will be able to:

• understand the qualities and skills needed for adult and working life (aims: responsible citizens); • handle uncertainty and respond positively to change (personal wellbeing); • make reasonable risk/reward assessments and act upon them in a variety of contexts, both personal and work-related (personal wellbeing and economic wellbeing and financial capability); • understand about the global economy, the way business works and that there are different kinds of business (citizenship and economic wellbeing and financial capability); and • manage their own money and be questioning and informed consumers of financial services (citizenship and economic wellbeing and financial capability).

It is essential to: It is essential to: • establish ground rules for working together; • recognise the value of compassion in relation to those less • start where the young people are at and use teaching methods fortunate in our society and the rest of the world; that encourage student participation; • recognise that there is value in doing something for no • ensure that materials used with students are relevant, up to financial reward; date and age appropriate; • involve students in the budget setting of the school; • recognise the school as an employer and its contribution to the • ensure that school council manages its own budget; economic well being of the community; • teach that manners and personal respect cost nothing. • have a senior management team that is committed to this area of the curriculum; Avoid: • ensure that well being is at the heart of the school's approach; • negative attitudes and judgemental responses • make cross curricular links for example with the business and • a ‘death by worksheet ‘approach; mathematics departments; • using visiting speakers of whom you have no prior knowledge; • recognise the value of education and life-long learning; • making assumptions about the economic wellbeing of • explore goal setting, ambition and expectations; individual families; • explore the tensions between a materialistic driven economy • media messages about consumerism; and ethical issues; • the lecture; • teach about managing change; • dry, irrelevant information; • give students time to talk and value this contribution to PSHE • one day events out of context; Education. • an over emphasis of financial and mathematical aspects at the expense of wellbeing.

10 ©Lancashire Learning Excellence 2008 The National Curriculum

PSHE: Economic wellbeing and financial capability: Programme of Study key stage 3

The importance of economic wellbeing and financial capability

Education for economic wellbeing and financial capability aims to equip students with the knowledge, skills and attributes to make the most of changing opportunities in learning and work. Through their learning and experiences inside and outside school, students begin to understand the nature of the world of work, the diversity and function of business, and its contribution to national prosperity. They develop as questioning and informed consumers and learn to manage their money and finances effectively.

Education for economic wellbeing and financial capability improves motivation and progression by helping students see the relevance of what they learn in school to their future lives. It expands their horizons for action by challenging stereotyping, discrimination and other cultural and social barriers to choice. It helps students to aim high. Students build a positive and realistic view of their needs and capabilities so that they can make effective learning plans, decisions and transitions. They become aware of changing career opportunities and develop the knowledge and skills to make informed decisions about which learning programmes to take.

Students learn to be enterprising. They develop the ability to handle uncertainty, respond positively to change, and create and implement new ideas and ways of doing things. They learn how to make and act on reasonable risk/reward assessments and develop a ‘can-do’ attitude and the drive to make ideas happen.

11 ©Lancashire Learning Excellence 2008 1. Key concepts

There are a number of key concepts that underpin the study of economic wellbeing and financial capability. Students need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.

1.1 Career a) Understanding that everyone has a ‘career’. b) Developing a sense of personal identity for career progression. c) Understanding the qualities, attitudes and skills needed for employability.

1.2 Capability

a) Exploring what it means to be enterprising. b) Learning how to manage money and personal finances. c) Understanding how to make creative and realistic plans for transition. d) Becoming critical consumers of goods and services.

1.3 Risk

a) Understanding risk in both positive and negative terms. b) Understanding the need to manage risk in the context of financial and career choices. c) Taking risks and learning from mistakes.

1.4 Economic understanding

a) Understanding the economic and business environment. b) Understanding the functions and uses of money.

12 ©Lancashire Learning Excellence 2008 2. Key processes

These are the essential skills and processes in economic wellbeing and financial capability that students need to learn to make progress.

2.1 Self-development Students should be able to:

a) develop and maintain their self-esteem and envisage a positive future for themselves in work; b) identify major life roles and ways of managing the relationships between them; c) assess their needs, interests, values, skills, abilities and attitudes in relation to options in learning, work and enterprise; d) review their experiences and achievements.

2.2 Exploration Students should be able to:

a) use a variety of information sources to explore options and choices in career and financial contexts; b) recognise bias and inaccuracies in information about learning pathways, work and enterprise; c) investigate the main trends in employment and relate these to their career plans. 2.3 Enterprise Students should be able to:

a) identify the main qualities and skills needed to enter and thrive in the working world; b) assess, undertake and manage risk; c) take action to improve their chances in their career; d) manage change and transition; e) use approaches to working with others, problem-solving and action planning; f) understand and apply skills and qualities for enterprise; g) demonstrate and apply understanding of economic ideas.

13 ©Lancashire Learning Excellence 2008 2.4 Financial capability Students should be able to:

a) manage their money; b) understand financial risk and reward; c) explain financial terms and products; d) identify how finance will play an important part in their lives and in achieving their aspirations.

3. Range and content

This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.

The study of economic wellbeing and financial capability should include:

a) different types of work, including employment, self-employment and voluntary work; b) work roles and identities; c) the range of opportunities in learning and work and changing patterns of employment (local, national, European and global); d) the personal review and planning process; e) skills and qualities in relation to employers’ needs; f) a range of economic and business terms, including the effect of competition on product and price; g) personal budgeting, money management and a range of financial products and services; h) risk and reward, and how money can make money through savings, investment and trade; i) how businesses use finance; and j) social and moral dilemmas about the use of money.

14 ©Lancashire Learning Excellence 2008 4. Curriculum opportunities

During the key stage students should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.

The curriculum should provide opportunities for students to:

a) use case studies, simulations, scenarios, role play and drama to explore work and enterprise issues; b) recognise, develop and apply their skills for enterprise and employability; c) have direct and indirect contact with people from business; d) explore options and progression routes in learning; e) have contact with information, advice and guidance specialists; f) engage with ideas, challenges and applications from the business world; g) explore sources of information and ideas about work and enterprise; h) discuss contemporary issues in work; i) write a personal statement and make an individual learning and career plan for their transition into the 14 to 19 phase; and j) make links between economic wellbeing and financial capability and other subjects and areas of the curriculum.

15 ©Lancashire Learning Excellence 2008 The Social and Emotional Aspects of Learning (SEAL)

The SEAL materials can be downloaded from http://www.bandapilot.org.uk/pages/seal/docs.html

FIVE ASPECTS THEMES

Self Awareness Year 7 (Introductory theme) Managing Feelings Learning to be together – social skills and empathy Empathy Keep on learning - motivation Motivation Learning about me – managing feelings Social Skills Anti-bullying

The SEF (Self Evaluation Form)

PSHE education teachers may have a very valid contribution to make to the completion of the School Self Evaluation form for OfSTED as it is on these five outcomes that the inspection will focus.

Healthy Schools

The National Healthy Schools Programme is an initiative which supports the links between health, behaviour and achievement. The programme is based on a whole-school approach to physical and emotional well-being.

The whole school approach involves working with children and young people, parents, school staff and the whole school community to provide a solid foundation from which developments and improvement are embedded in a systematic way. These processes contribute to the physical and emotional development of all members of the school community.

16 ©Lancashire Learning Excellence 2008 Students with Special Educational Needs

The statutory inclusion statement of the National Curriculum requires staff to modify the programmes of study to give all students relevant and appropriately challenging work at each Key Stage. PSHE education is non–statutory at Key Stages 3 and 4 but Citizenship is statutory. Teachers have the freedom to make the non statutory guidance meet the needs of their students. Many PSHE education subject leaders in high schools are also Citizenship leaders and are expected to include both areas in their scheme of work. If this is the case, the Citizenship elements must be clearly signposted and the school should ensure that it is fulfilling its statutory obligations to reporting and recording in this area. It is important to note that young people with special needs may be in more vulnerable positions than those with no additional needs. Those young people need to be equipped with skills that they can use to make them less vulnerable. In March 2001 QCA produced a guidance document to assist teachers in planning, teaching and assessing the curriculum for students with learning difficulties. For additional information refer to QCA guidance4

School Policies

Many policies link with PSHE education although the PSHE subject leader would not necessarily have to be responsible for all of them. Policies should be whole school documents that have been written by groups of ‘stakeholders’ to reflect the needs of the whole school community. Policies should be reviewed regularly in the light of advice from various guidance materials that are produced locally and nationally.

All schools should have the following policies

• PSHE Education • Race Equality • Sex and Relationships Education • Equal opportunities • Drug Education and Drug Related Incidents • Behaviour • Child Protection and Safeguarding • Citizenship Education • Anti-Bullying

It is also recommended that schools have policies for Visitors in school and Confidentiality

4 QCA (2001) Planning, Teaching and Assessing the Curriculum for Pupils with Learning Difficulties, PSHE ref QCA/01/749 17 ©Lancashire Learning Excellence 2008 Teaching PSHE education

The National CPD Programme

Some teachers may feel that they lack the confidence to teach PSHE education because they have had little or no preparation for it in their training. It is important that senior managers recognise this and are able to give them the support and access to training that they need. The National CPD Programme has been introduced to assist teachers to acquire the necessary skills to teach effective personal and social development. It is hoped that every school will have at least one teacher who has completed the programme. Since it began six years ago over one hundred Lancashire teachers have completed the programme and gained accreditation for their work. As the national programme widens it can also now be offered to ‘other professionals’ who support the teaching of PSHE in schools. This might include police, youth workers, teaching assistants and learning mentors. The programme has also moved forward in the number of modules it offers. These are SRE, Drug Education, Emotional Health and Wellbeing, Economic Wellbeing and Financial Capability. Safety Education will be introduced from September 2009.

Best Practice in the teaching of PSHE education

There should be: • a subject leader with dedicated time and a TLR; • a scheme of work for years 7 to 11 that shows progression and continuity; • a dedicated team of teachers rather than a form tutor approach; • dedicated time table time (approximately 50 minutes per week); • supportive senior managers; • consultations with students to determine need; • the use of circle time and active learning approaches; • purpose of the sessions written up, displayed and explained to the students; • lesson objectives clear and learning outcomes shared with pupils in lessons; • clear ground rules for working better together; • evidence of paired, group and whole class activity, students feeding back to whole class; • students actively involved in their learning; • time given at the end of the session for reflective learning; • teachers and students using the learning elsewhere; • enrichment days which are used to plan and support the taught programme NOT to replace it.

18 ©Lancashire Learning Excellence 2008 The time allocation for PSHE Education

• The Taught Curriculum Schools should be aiming for a timetabled time of 45 – 50 minutes per week for PSHE Education and this should be a discretely timetabled allocation rather than a recommendation. The SEAL materials may be used within this curricular time but ideally schools should make additional provision for the teaching of the SEAL units.

• School Activities Schools should recognise the contribution that school activities and events make to the personal development of students, for example residential experiences and mini enterprise activities.

Assessment

There are various methods of assessment that can be used. If teachers ‘assess what they value’ rather than ‘value what they assess’ then the process will be much more effective in terms of improving teaching and learning. QCA have produced some end of Key Stage statements which may be useful to schools when planning for assessment in this area.5 There is also guidance on assessment in Citizenship6 It should be recognised that sensitive teachers understand that areas like self confidence and self esteem are not linear and are often influenced on a day to day basis by our life experiences. Judgements about self worth should be made by the individual and therefore self assessment is to be encouraged. Opportunities for gathering evidence of personal and social development can come from:

• self assessment – the keeping of a diary, checklists or portfolio, students writing an end of term report on their own progress; • peers’ observations of working in a group or role play; • whole group feedback in reflection time at the end of lessons or a word wall of comments; • teachers’ written records, observations of activities such as role play, tests on knowledge and understanding; • teacher and student shared discussion about future targets and learning needs and setting personal goals for the future.

5 QCA End of Key Stage Statements Ref QCA/05/2185 6 QCA Assessing Citizenship at Key Stage 3 19 ©Lancashire Learning Excellence 2008 The use of drop down or off timetable days

In his paper ‘PSHE education and the use of drop down or off timetable days’ (July 2008) Dr John Lloyd, Policy Adviser to the PSHE Association and DCSF quoted Lord Adonis who said:

‘Not only is PSHE central to achieving the aims of the National Curriculum, well planned, high quality provision is also key to the effectiveness of schools in meeting all the national outcomes for children.. without effective PSHE a schools’ ability to demonstrate how they are contributing to the Every Child Matters agenda, address pupil well being and supporting personal development is compromised.’

Dr Lloyd stated that a coherent progressive curriculum is necessary in order to develop concepts and key processes and to deliver the full range and content for pupils. He also quoted from the Annual Report of Her Majesty’s Chief Inspector of Education and Children’s Services and Skills 2006/07

‘The approach favoured by OfSTED and the DCSF remains that having a dedicated team who teach a weekly lesson, in the same way that other lessons are delivered, ensures the status of PSHE education in schools, and recognised that where schools have specialist teachers of PSHE, the overall achievement of pupils is good or better.’ (HMCI Para 329)

He went on to reiterate OfSTED’s position on drop down days from their 2005 report on PSHE where they stated that the success of whole school focus days is limited because they do not connect with pupils’ prior experiences or meet their needs and there is no effective follow-up. They have the potential to enrich programmes but not to replace them. Furthermore he cited the DfES publication ‘PSHE in Practice’ which states that:

‘the regular, timetables PSHE lesson, taught by staff who are trained and therefore confident and comfortable with the materials is still the ideal.’ (PSHE in Practice DfES 2004)

To read the full text of this paper please visit the PSHE Association website www.pshe-association.org.uk and go to the News Archive.

20 ©Lancashire Learning Excellence 2008 Time for Change

‘Time for Change? Personal, social and health education’ (OfSTED April 2007 Ref 070049) was written as an evaluation of the provision at the time and looked at: • how the provision was based on the needs of young people; and • how the outcomes might be best achieved.

The key findings of this report were:

• Pupils’ knowledge and understanding of PSHE have improved over the last five years. Primary schools have been particularly successful in defining achievement in PSHE more broadly to include pupils’ attitudes and behaviour. • The quality of teaching and learning has improved. In secondary schools, teaching by specialist teachers is better than that of non specialist form tutors. Poor lesson planning contributes substantially to the unsatisfactory teaching. Assessment remains the weakest aspect of teaching. • Although considerable progress has been made in reviewing and developing the curriculum for PSHE, pupils’ needs have not always been identified clearly enough. Publication of the revised standards for the national Healthy Schools Programme has stimulated improvements in planning and provision. • Transition arrangement between many primary and secondary schools are weak. • Leadership and management of PSHE are good in nine in ten schools, although monitoring and evaluation remain the weakest aspects. • Some school communities and their pupils are served effectively by local drop-in centres that provide advice for young people. Although progress towards establishing such centres more widely has been slow the establishment of extended schools which provide a range of services are beginning to meet these needs. • Young people report that many parents and teachers are not very good at talking to them about sensitive issues, such as sexuality. Teachers, governors and parents have not received sufficient guidance and support to deal successfully with these aspects. • Action has yet to be taken nationally on some of the recommendations made in OfSTED’s previous reports on PSHE.

21 ©Lancashire Learning Excellence 2008 Time for Change made recommendations in two main areas.

1. The DCFS together with the Department for Health (DoH) should:

• provide further guidance for schools to use with teachers, parents and governors on dealing with sensitive issues within the PSHE curriculum.

2. Schools should:

• involve pupils in: ∼ considering how the PSHE curriculum might meet their needs best; ∼ determining what the outcomes should be and how these should be achieved; and ∼ improve the assessment of pupils’ progress in PSHE by evaluating changes in attitudes and the extent to which pupils are developing relevant skills.

• report annually to the governing body on the monitoring and evaluation of PSHE; • improve the monitoring and evaluation of the quality of PSHE provision; • ensure that work at Key Stage 3 takes sufficient account of pupils’ learning at Key Stage 2; and • develop constructive links with a range of support services through drop-in centres or extended school provision, in order to respond appropriately to the personal needs of pupils and their families.

To read the full report visit www.ofsted.gov.uk or write to: Alexandra House Kingsway London WC2B 6SE Tel 08456 404040

22 ©Lancashire Learning Excellence 2008 23 ©Lancashire Learning Excellence 2008 Cross Referencing

In each of the four subsequent sections, an effort has been made to show links with other subject areas and with the Personal Learning and Thinking Skills of the National Curriculum. This is by no means comprehensive, it is likely that teachers will be able to see further links that may be made. The following key explains the abbreviations used:

Hist History ICT Information and Communications Technology Geo Geography RE Religious Education Cit Citizenship SM Self managers Sc Science IE Independent enquirers DT Design Technology TW Team Workers Art Art CT Creative Thinkers Mus Music RL Reflective Learners PWB Personal Well Being EP Effective Participators

Links with English have been identified throughout the scheme in the following areas:

Speaking and Listening: Reading: Writing: • Discussion work • Reading to extract information • Reports • Presentation work • Reading to infer meaning • Business plans • Role plays • Reading to select and compare • Reviewing • Group games • Writing Letters • Verbal feedback • Planning • Note taking

Links with Mathematics have also been identified throughout the scheme.

24 ©Lancashire Learning Excellence 2008

OVERVIEW OF THE SCHEME OF WORK for Economic Wellbeing and Financial Capability at Key Stage 3

25 ©Lancashire Learning Excellence 2008 OVERVIEW OF THE KEY STAGE 3 ECONOMIC WELLBEING AND FINANCIAL CAPABILITY SCHEME

ECONOMIC WELLBEING Year 7 Year 8 Year 9

Economic Value and Worth Wants and needs now and in the Planning for the future Wellbeing Needs and wants future Working for a living Core values Money in my life Values in our society Earning money Realistic plans for transition Aspirations Future Aspirations Aspirations Appropriate amounts of money Lending money

Economic Gambling, amusements, bingo Social pressures Social pressures Wellbeing Social pressures, luxuries and Consumerism Inequalities in society Social and necessities Ethical dilemmas Fair trade Moral Charities and fundraising The work of charities Less economically developed Dilemmas Social enterprises Gambling countries Organisations that help Environmental issues – insurance Global international charities

26 ©Lancashire Learning Excellence 2008 FINANCIAL CAPABILITY Year 7 Year 8 Year 9

Financial Personal finances and budgeting Budgeting Personal finances Capability Making choices Controlling your spending Saving Managing my Pocket money Savings and interest Credit cards money Saving Controlling your spending Consumers Current financial issues

Financial Using a bank The bank statement Loans, debt and borrowing Capability A bank account Foreign currency, travellers cheques Borrowing and lending Understanding and exchange rates Using cards terms and Credit and debit cards Protecting cards products Loans Taxation and public spending

ENTERPRISE Year 7 Year 8 Year 9

Enterprise What makes an entrepreneur? Team qualities Creativity Qualities Putting team work into action Resilience Managing people and projects Enterprise What is a risk? Why are some products successful? Big business and corporate Setting up a Risk taking Skills for developing a business model responsibility in a changing world business – The business plan Products skills and risks

Enterprise Setting up and running a business in Fair trade and eco business Ideas Business in school Innovative enterprise Action Pitching the idea Presenting

27 ©Lancashire Learning Excellence 2008 CAREERS AND WORK RELATED LEARNING Year 7 Year 8 Year 9

Careers and My persona Personal choices Aspirations Work Related My personal skills and attributes Identifying, accessing and using help Skills Learning Aspirations and advice from a variety of sources Making school choices Personal Target setting Managing change and transition Careers research strengths, skills SMART targets skills Other types of working and attributes

Careers and Preparation for the world of work – Lifestyle choices Preparation for interviews Work Related the law Stereotyping The CV Learning People with drive and determination Making decisions Employability Being positive

Careers and Why do people work? What is a career? The Black Market economy Work Related Me as a worker What key skills are needed? Rural/Urban Employment Learning The difference between a job and a Social value jobs Jobs and career Hours of work – the law careers The dream job Holidays and leisure time Moving into the world of work Difference and diversity Part time jobs and school work Where to go for help The ‘Make it Real’ game

Careers and New ways of working Preparation for an Option Evening or Careers fair for end of Year 8 or Work Related beginning of Year 9 Learning Jobs then and now Political and geographical changes The changing Working from home Self employment world of work Job creation schemes A job for life? Changing trends

28 ©Lancashire Learning Excellence 2008

Economic Wellbeing

Please note, the writers of this document take no responsibility for the content of any web sites that are referenced in the text. Teachers should note that sometimes web sites change so it is important to check the addresses and the content regularly.

29 ©Lancashire Learning Excellence 2008 Theme Economic Well-being Personal Economic Well being – Core Year 7 Values CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Value and • explore what they PWB 2.1a, • Students to look around the classroom and decide which Be sensitive to pupils' self worth value in relation to 2.2ab, 2.3a, things are the most valuable. Talk about whether the value is esteem. 3.1a economic RE 1.6ab in money terms or use. Where do they fit in to the things of wellbeing. value in the classroom? Are they valuable? • What do terms like 'worth their weight in gold' mean? • Can something be valuable but worthless.

• Discuss what things they possess that are valuable to them but not actually worth anything. • What does it mean when people say ‘Its of sentimental value’ Why is this often mentioned when objects are linked to people who have passed away. What things have they got

that are of sentimental value. • Discuss other legacies people leave that are valuable. Mention famous people who have made a difference ie Ghandi Martin Luther King. What is their legacy to others?

Why is it valuable to society? • Talk about what it means to be rich and yet not have an Consider pupil health amount of money. Is this possible? Where does your health issues. come on the value scale? • Students in groups to make a scale showing what they as a group value. • Is it possible to be happy yet have very little in terms of money. Discuss what it means to be content. • What do we value in school. Explore the relationship between achievement and employability. Is there a link?

30 ©Lancashire Learning Excellence 2008 Theme Economic Well being Personal Economic Well being – Core Year 7 Values CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Needs and • consider the PWB 2.2a, • Discuss the difference between what they want and what wants difference between 4c they need. Make a display of wants and needs. Ask them to RE 1.5a a need and a want. discuss these words with their grandparents to see if they wanted different things when they were young.

Money in my • understand the • Talk about how it feels to have money in your pocket. Consider the peer dynamics life term economic • What is the function of money? of the class. wellbeing. • Why do we have it?..to buy, swap, trade, • Talk about how important peers are in determining how we think about money. How they influence our thinking about how we spend money • What might money enable them to do in their lives

Realistic plans • calculate the total PWB 4c • Cost of me – Clothes, clubs and lessons, transport, food and for transition amount spent on shelter, holidays, running a mobile phone for a year, ipods, themselves musical instruments and other equipment. Calculate the cost (including money of me. spend by parents etc) over a year.

31 ©Lancashire Learning Excellence 2008 Theme Economic Well-being Personal Economic Well being – Core Year 7 Values CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Aspirations • discuss aspirations IE • Talk about what do they want in their lives and the cost. The Real Game - to for the future. PWB 4ac Discuss what the term aspire means and its links to their download information and purchase materials for this hopes for their future life style. When do they begin to plan visit http://www.prospects- for this? sales.co.uk/realgame/MakeI • Is it good to have goals in life? tRealGame.htm. • Make a display of class footprints along a wall showing what

they want to achieve by 2012/2020/2030 Ground Rules should be • Use Real Game – 'Dream Cloud' activity - students think reinforced throughout this • develop, review TW about what they would like to have in the future – house, car, unit of work. and adapt plans. job etc and then start to look at how much those things will Be aware that some young people may feel inadequate cost. or vulnerable due to family • Distinguish needs from wants in life expectations. circumstances.

• Adopt strategies to overcome shortfalls, eg taking another

Geo job or improving qualifications and salary. ICT • Holiday Plan- budget for spending money. Plan an episode of a 'Wish you were here' style TV programme - guide to spending on holiday in your chosen destination.

32 ©Lancashire Learning Excellence 2008 Theme Economic Well-being Personal Economic Well being – Core Year 7 Values CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Appropriate • act assertively. CT SM • Game e.g. Dragon’s Den Scenarios/role play related to Scenario cards. amounts of • understand the taking risks with money and responding assertively e.g. to money value of money. peer influences/media influences. PWB 2.2ab • Match up cards of products to appropriate value – make into Catalogues and a game like ‘The Price is Right’. Do students realise the photographs of items. The actual cost of the items that are used every day such as a internet could be used to bottle of milk or a loaf of bread or some tooth paste. gain information about the products.

PWB 4f • Using an enlarged £5 note think about some of the everyday Enlarged copy of a £5 note . Cit 3h purchases that might be made such as a newspaper, the bus (print one side only)

fare, a loaf of bread. For each expenditure tear off an amount of the note equivalent to the fraction of £5 that equates to this expenditure. Repeat this activity this time thinking about what would be necessary expenditure when in school, e.g.dinner money, drinks, bus fares. Work out how much would be a

realistic amount of money to cover these expenses.

• There may be some Fair Trade games or case studies that www.fairtrade.org.uk/ could be used to highlight the amount of money a young PWB 4abcd person in a less economically developed country might need Cit 2.3c,2h for their daily requirements. How does this compare with the amount of money that people in those countries can earn in a day?

33 ©Lancashire Learning Excellence 2008 Theme Economic Well-being Personal Economic Well being – Core Year 7 Values CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Lending • understand the SM • Discuss lending money to friends/family, role play and Materials from high street money potential risks and PWB 1.3a, develop scenarios around this. How could potential conflicts banks. 2.1abc consequences of be resolved? lending and borrowing money.

• consider ways of TW • Problem pages e.g. you’ve lent some money to a friend and resolving conflict. ICT 2.1a they won’t pay it back. Bullying scenarios related to money Cit 1.2c issues might be included. Students could generate their own problem page letters or teen magazines may be used.

• use the 4Cs7 model PWB 2.2abf • What would happen if one week they didn’t get their pocket to approach a RE 1.5a money or found they did not have enough money to buy an problem. essential item? 4Cs model to aid decision making (Consider, Compare, Choose, Consequences).

7 4 Cs model Appendix 1 34 ©Lancashire Learning Excellence 2008 Theme Economic Well-being Social and Moral Dilemmas – Local Year 7

Social • distinguish between CT RL • Discuss/mind map ‘What you need and what you want’. Give Be aware of cultural, pressures – a need and a want. PWB 2.2d students a choice of items of which they have to choose 5. religious and socio RE 1.6ab luxuries and Discuss why they chose them. Are the choices realistic or economic backgrounds – be necessities unrealistic? inclusive.

Charities and • plan a fund raising CT TW EP • Discuss local needs within school or the school community. Be sensitive to the fact that fundraising activity for a Geo 1.4, Plan and carry out a school fund raising event for a local there are families opposed DT 1.2ab. to gambling and those charity. Art 1.12b, charity – who decides what happens to the money? destroyed by it and students ICT 1.1abc. may have firsthand 2.1b experience of this. Cit 4d Social • understand the role PWB 2.2e, • Students raise funds to support a chosen charity. Plan a enterprises of charities in the 4bde fundraising activity and make a decision on the best charity Staff may need training in the Circle Time approach if community. to donate to. Groups could campaign for their chosen charity they have not used it to be decided on by a vote. previously.

35 ©Lancashire Learning Excellence 2008 Theme Economic Well-being Personal Economic Wellbeing – Core Year 8 Values CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Wants and • consider their PWB 2.1abd, • Talk about their spending patterns. Do they spend, spend, needs now spending patterns. 4a spend or do they ‘save for a rainy day’? Do they worry about and in the money or the lack of it? Do they plan for the future or not? future • Calculate how much money they have spent in the last week, month, year. Plan for the next week, month, year

• How do people plan for life, is this possible? Mention pensions or savings plans.

• Talk about how much it would cost a young person who smoked 5 a day or drank three times a week. Work this out over a week, month, year. Is this a waste or an enjoyment? How else could this money have been spent?

• think about future PWB 4c • Give students photographs of individual young people. In needs and wants groups get them to build up a profile of this person for the next and begin to plan 15years. Identify all the points when money plays a part in for them. their life. • Ask the groups to now imagine that their young person commits a crime, fails their exams, has a baby, crashes their car….how does this now affect their choices in life? Discuss the learning from this exercise very thoroughly.

36 ©Lancashire Learning Excellence 2008 Theme Economic Well-being Personal Economic Wellbeing – Core Year 8 Values CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Values in our • consider society PWB 4c • Use newspapers to look at how celebrities are portrayed as Be aware of the society values in relation to Cit 1.1b, wealthy people. How does this influence our ideas of wealth? requirements of Islam to RE 1.6ab support those in need. economic • Why do some people who have a lot of money support wellbeing. charities or do good things with it? Research which charities and causes have been started or supported by people who are wealthy.

PWB 2.3bcd, • Discuss what it means to ’put something back into society’ If Be sensitive to different 3a family circumstances. RE 2.2acd they won the lottery would they ‘put something back’? 4d • How do we regard those who are less well off? • How does our society try to help through taxes and social care?

37 ©Lancashire Learning Excellence 2008 Theme Economic Well-being Personal Economic Wellbeing – Core Year 8 Values CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Aspirations • feel positive about PWB 1.1abc • Talk about life as a journey…what car are they driving a fast their future. and furious / one that keeps breaking down, / a steady and

reliable? What are the things that happen in life that cause us to keep breaking down? How do we climb back and keep going? Does our outlook on life have anything to do with our success? How does a happy disposition help? Talk about how others have a part to play in keeping us in a positive mind set.

• set goals for the PWB • Talk about having a drive from within, what does it mean and future. 1.1c,1.4a, how is it linked to our hopes for the future? What are our goals 2.1a, 2.1d in life and can they be planned for or do we just leave it to chance? Write goals on post cards….keep and hand them back out in a years time are they still focussed on their goal.

38 ©Lancashire Learning Excellence 2008 Theme Economic Well-being Social and Moral Dilemmas- National Year 8

Consumerism • make healthy IE RL • Students to take an issue such as free range v battery hens, informed choices. Sc 1.2b, organic food, ethical banking to research and present as a 2.2b,3.3e, http://www.fairtrade.org.uk/ 3.4c. debate or a presentation which considers the pros and cons. Visit the Fair Trade Geo 1.3ab, Discuss the links between wants and needs and choices. website for a 1.4ab,1.5a, downloadable ‘School 1.6ab, • Use Fairtrade type games to reinforce ideas and skills. action guide’ 1.7ab ICT 2.1b PWB 1.2a • Awareness raising task related to a visit to the local supermarket – cost, availability, market issues to be considered.

RL IE Ethical • understand social • Discuss how to become a critical and ethical consumer of PWB 1.1a, dilemmas and ethical goods and services focussing on food choices eg take-away www.hsbcamanah.co.uk 2.1a, 2.2ab, dilemmas. 2.3de or home cooked meal. Consider packaging and waste costs RE 1.6ab,3ik, linked to how choices impact on others and healthy lifestyle. 4d • Research forms of ethical investment e.g. the Co-operative Bank and HSBC Amanah accounts.

39 ©Lancashire Learning Excellence 2008 Theme Economic Well-being Social and Moral Dilemmas- National Year 8

CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used The work of • understand why IE TW RL • Make links with national charities. What links does the school charities charities exist and Geo 1.7a already have? Who decides which charities we support in Sc 1.2b how they are Hist 1.4, school? funded. 2.1a, 2.2b Research what public funding provides and what has to be ICT 2.1b, funded from charities. There may be an opportunity to invite Has the school got a 1.1abc visitors to speak. visitors' policy? Art 1.2b • National Lottery- research how the money is spent, chance of DT 1.2ab PWB 4b winning a million, or £10! Cit 3g • Pupils research a charity and make a presentation (song, RE 3i poster, rhyme, poem) on their chosen charity highlighting the importance of fundraising to meet financial needs. • Students plan and organise an event to raise money for a national charitable purpose.

Gambling • understand the IE SM RL Examine programmes such as ‘Deal or No Deal’ and ‘Who potential PWB 1.3a wants to Be a Millionaire’ Discuss the national lottery, horse 2.2d consequences of racing. Examine the pros and cons of each of these. Discuss gambling. reasons why people gamble and speculate with money, including addictive gambling. Cross reference the discussion to the work on loans and debt.

Organisations • understand the PWB 4g • Investigate a range of help groups that have charitable status. that help range of Cit 3g Are the people that run these groups paid or unpaid? How do organisations that they raise money for their cause? exist to help people • Why do people need help groups? How do they find out about in need. where to go?

40 ©Lancashire Learning Excellence 2008 Theme Economic Well-being Personal Economic Wellbeing – Core Year 9 Values CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Planning for • improve their Careers unit • Recap on previous years exercise on their spending patterns This unit of work will have the future money p73 for a week, month, year. Have these improved? close links with the work on Option Choices – see management skills. • Talk about how they feel about the way they manage their Careers and Work economic wellbeing. Would they class themselves as 'good' Related Learning Unit. 'could do better' or 'working towards'?

• seek out help. PWB 4g • Discuss who can help with their planning and how to access unprejudiced advice.

• Compare bank leaflets. Look at who is on the high street offering financial advice. Can it ever be truly independent?

Working for a • recognise the Sc 1.2b, • Make links with careers resources. Explore the legal living range of jobs 1.4a. restrictions on young people with regard to working hours and Hist 1.1a, available within the 1.3, 2.1a, pay. students’ age 2.2b range. Geo 1.4a • Consider a student of 14 with a part time job such as a PWB 4b newspaper round, find out what the rate for the job would be Careers p73 per week. In groups consider the implications for the young person personally and financially. As individuals draw up a budget that they might set if they had access to the same amount of money. What choices do they have to make and how do they do this?

41 ©Lancashire Learning Excellence 2008 Theme Economic Well-being Personal Economic Wellbeing – Core Year 9 Values CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Earning • know the job SM • Use job adverts to research the opportunities that exist in the Local newspapers. money opportunities in Sc 1.2b, job market in your locality. Extend the research to explore Adverts from the Job 1.3a, 1.4a. Centre. Information from their locality. Hist 1.3 earnings for particular jobs. the ‘Job centre plus’ web 1.1ac,2.1a, site for the locality. 2.2b Some students will be nd rd ICT 1.2b from 2 and 3 Careers p73 generation of families who PWB 2.2a may never have worked.

• have a realistic • Find out about the minimum wage and the regulations that understanding of RL IE employers have to adhere to regarding this.

potential wages and salaries for jobs.

42 ©Lancashire Learning Excellence 2008 Theme Economic Well-being Personal Economic Wellbeing – Core Year 9 Values CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Future • understand the link PWB 1.3a • Recap on the previous years work on wants and needs. aspirations between 2.1c

unemployment, • Look at statistics about employment in certain areas and poverty and social deprivation. Talk about terms such as ‘the poverty trap’. How deprivation. does a lack of money affect your choices in life?

• Why have politicians used terms like ‘education, education, education’ Why do some think this is the key…which doors do they think it will open?

• Look at job adverts and research which need qualifications Use local newspapers and and at what level. specific work related magazines. • Where does the drive to do better come from? What does it feel like to be motivated to do better? How does that feel inside?

• Use ideas such as ‘dreams’ ‘clouds’ ‘blue sky thinking’ to explore hopes and aspirations. Make promises to themselves about the future.

• If they could change one thing what would it be? Get solutions from others to getting over the obstacles.

43 ©Lancashire Learning Excellence 2008 Theme Economic Well-being Social and Moral Dilemmas – Global Year 9

Inequalities in • appreciate that PWB 2.3de, • Explore the inequalities across local communities, national society there are 3m, 4g and global. Focus on employment and pay. Research different Cit 1.3d, 4g inequalities in RE 1.6ab, jobs and how pay may differ between gender. What legislation society. 3ijk, 4d is in place to safeguard exploitation? • Talk about the exploitation of children who work at very young ages for firms who then sell goods to us.

Fair trade • consider the RL EP IE • Fairtrade games. Use of DVDs/videos/media to highlight www.fairtrade.org.uk benefits of fair- Geo 1.4a differences. Child labour to produce designer and sporting 1.4b, 1.5 EDC – Economically trade and how best 1.6a, 1.6b, items for EDC. Discuss the morality of people being paid huge Developed Countries. to use the planets 1.7a sums for e.g. playing football. limited resources. Art 1.1a,1.2b. ICT 1.3a, • What are the benefits of fair-trade? Learn about the growers. 1.1c. Produce a wall chart about the grower you have selected. PWB 4ab Cit 3e, 4d Give a presentation to the class about the aspect of fair-trade RE 3ik,4d you have chosen. Discuss how students might become further involved in the fair-trade movement. Consider becoming a fairtrade school.

44 ©Lancashire Learning Excellence 2008 Theme Personal Economic Well-being Social and Moral Dilemmas – Global Year 9

CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Less • understand the RL IE TW • Discuss the plight of street children and their vulnerability. LEDC – Less economically differences Sc 1.2a Does the Economically Developed World have a moral Economically Developed 1.3a 1.4a Countries. developed between the EDC 2.1a 2.2ab, obligation to these children? countries and LEDC. 2.3a • Students to produce poster or computer generated images (LEDC) Geo 1.4a showing comparisons between children EDC and LEDC. • consider the impact 1.4b, 1.5 of EDC and LEDC 1.6ab 1.7a ICT 1.1abc, • Value of money internationally – particularly Developing World on global 2.1b – look at what you can get for £5 in UK and India/ Ethiopia. environmental Art 1.1a issues. PWB 2.3de Cit 1.3c 3k,4g Environmental • understand the RE 3ik, 4d • Explore the effects of environmental disasters such as issues purpose and flooding in Britain. Who pays for the damage? Use the internet insurance importance of and newspaper articles to explore experiences. Make links insurance. with relief aid. Discuss the factors that are used in calculating the premium for an insurance. Relate this to young people and driving. Why is car insurance dearer for younger people, or for males etc?

Global, • understand the RL IE • Visit a charity shop or arrange to have a speaker. Plan international need to support DT 1.2ab activities around a charity day/week to raise money e.g. Red Art 1.2b charities others who are less ICT Nose Day, Children in Need, Sport Relief, Christian Aid etc. fortunate. 1.1abc,2.1b

45 ©Lancashire Learning Excellence 2008

46 ©Lancashire Learning Excellence 2008

Financial Capability

47 ©Lancashire Learning Excellence 2008 Theme Financial Capability Managing my money Year 7

fare e.g. students given a weekly allowance and have to budget. Scenarios related to these issues could be used as role plays or “Agony Aunt” letters to which students reply.

• budget for everyday ICT 1.1c 1.3c • Pocket money - a budget review. List weekly expenditure. Use Be aware that some expenditure. PWB 2.2ab information to draw up a table. Calculate percentage of young people may feel inadequate or vulnerable income spent on each item. Record as bar graph or pie chart. due to family • make informed Students to consider whether they are saving enough, are circumstances. choices. they saving anything at all, could they save? Think of ways to Be aware that having the reduce expenditure. latest items or the most • Discuss spending in a school day, consider money spent at dated could trigger • have experience of incidents of bullying. budgeting. break, lunch and travel. • Give the students envelopes containing an imaginary but realistic amount of money for their group to ‘spend’. As a group, make decisions on how they would spend this money. On what will they base their final decisions e.g. group vote, debate?

48 ©Lancashire Learning Excellence 2008 Theme Financial capability Managing my Money Year 7

CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Making • choose from IE SM RL • Discuss the cost of mobile phones and compare latest Throughout this unit, choices available options. TW EP CT models, contracts and pay as you go. Monopoly may be used to ICT 1.4ab, highlight risk, reward, 1.5b. • Conduct a mobile phone survey of the class which covers budgeting and saving. • assess and make PWB 2.2abc phone types, tariffs, extras, insurance, network, accessories, decisions about how much do they use it and for what do they use it. www.thatmoneybook.co.u value. • Design questionnaire - e.g. best deal on a mobile phone, k/downloads.asp Activity 12 : Mobile phone • research analyse tariffs, or are mobile phones proving too expensive? Analyse survey and present data. and present results as a poster or power point presentation. Use of comparison web Class decide on what is the best deal. sites.

Pocket • manage income from IE SM • Budgeting exercise – given £20 for a present what would you money pocket money. do with it? Do a costing exercise and say why those choices were made. Discuss the cost of fashionable items. What makes items popular?

• Weekly diary of income and expenditure. Student Bar Chart to show average pocket money each week.

Saving • appreciate the SM RL • Savings – discuss ways, where and reasons to save. Materials from high street importance of • Investigate the Child Trust Fund bank. Money comparison web sites. saving. www.childtrustfund.gov.uk

49 ©Lancashire Learning Excellence 2008 Theme Financial Capability Understanding terms and products Year 7

CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Using a bank • identify Banks, IE RL • Bank on it - Interactive resource which covers what banks do www.moneysense.rbs.co. Building Societies Sc 1.1b, 1.2a and how you can open and manage your first bank account. uk/rbs/11to14 3.3c Activity: Bank on it . and Cash machines Geo 1.2a Discuss access to your money, saving and interest rates. in their area. RE 2.1d, 3il, 4d • Collect advertisements for banks or building societies. Design ATM – Automated Teller • recognise logos for a quiz based on the logos and theme tunes from TV Machine. well known high advertisements and slogans. What makes us remember these street financial slogans and adverts? institutions. • Carry out a survey of banks and building societies in the locality. Include access to cash points for each bank/building society. Draw a map of the area, mark on this all the banks and ATMs.

A bank • open a bank ICT 1.1c 1.4a • What sort of bank account do you want? Money Money Money account account. • Use 'The banking Jargon Game’ from ‘Money Money Money’ website: www.thatmoneybook.co.u as a circular word game (questions and answers on cards k/downloads.asp • understand how distributed around the room). Activity 17: What sort of savings accumulate • Use leaflets from high street banks to compare current and bank account do you interest. savings accounts e.g. can you pay bills from them, do they want?

earn interest, what services cost you money.

Choose a high street bank or building society savings accounts and consider the benefits and costs. Role play- opening a bank account. Produce a poster, pamphlet, or power point presentation on your chosen bank or building society.

50 ©Lancashire Learning Excellence 2008 Theme Financial Capability Managing my Money Year 8

• understand that SM • Students could devise a ‘wish list’ of desires for the future Be aware of the difference people have a ICT 1.1abc, such as house, car, transport, hobbies. between students and DT 1.2b, their families. budget and need to Mus 1.4a,b live within it. 1.5 • Activity to determine students’ concepts of the value of money. Use catalogues and web sites to search for items and their relevant costs • Defining terms related to budgeting.

Controlling • identify at least three IE SM RL • Buying a burger Watch short video clip from Debtcred www.debtcred.org your sales techniques. Sc 3.3c (90seconds). Use to stimulate discussion to meet the Activity: Buying a burger. ICT 1.1c 1.3a spending • explain how TW SM outcomes. Opportunity for role-play and discussion of customers can PWB 2.2abc strategies to avoid pressure salesmanship. Students act out spend more than what happens next…. Consider the consequences. they intended.

• explain two ways a • Mail Order Catalogues - Choose an item and work out your customer can stay in weekly repayments. Compare the total amount paid in control when buying instalments to the amount if paid up front something. • compare paying in • Role play demonstrating strategies for resisting pressure instalments to saving sales. and paying up front.

51 ©Lancashire Learning Excellence 2008 Theme Financial Capability Managing my Money Year 8

• If each group had £1000 and invested it in one of the six different ways, who would make most money in 1 yr, 3 yrs, 10 yrs. They must consider – risks, interest, enterprise, long/short Schools should have term investment. They have to decide what they are going to visitor policies and care do and justify their choice/s. should be taken that such visits are not used to PWB 4b • It may be possible to arrange a visit from a bank. promote any particular product or service.

52 ©Lancashire Learning Excellence 2008 Theme Financial Capability Understanding Financial Terms and Products Year 8

• It's your turn to get • Filling in a cheque, ATM - Automated Teller banking, • Filling in a paying-in Machine. • Joe opens a bank slip, account, • Paying with plastic, • Applying for an account, • Internet banking • Using an ATM,

• Produce a young person’s guide ‘Getting to Know your Bank Account’

• can interpret the RL IE • Understanding a bank statement . It's your turn to manage information. Sc 1.1b 2.2a your money. Role play- 'Meet the Bank Manager!' Act out a scenario where a person goes into their bank and asks for help understanding their bank statement demonstrate ability to explain key terminology.

53 ©Lancashire Learning Excellence 2008 Theme Financial Capability Understanding Financial Terms and Products Year 8

Credit and • understand what • Use activities on debit and credit cards from the Personal debit cards debit and credit Finance Group (pfeg) web site. cards are and their uses.

Loans • understand the term Geo 1.2a • Discuss borrowing and lending. What items might you wish to www.pfeg.org loan and when and SM IE RL buy in the future for which you might have to take out a loan? Car brochures and up to date figures for loans and why a loan may be Compare the costs of cars bought for cash and those bought credit agreements. needed. using a loan or a finance agreement. What are the differences 'Looking After the in the prices and why are the amounts different? Penneys' – Channel 4 • Use ‘Looking after the Penneys.’ series of three programmes supported by materials available from pfeg.

54 ©Lancashire Learning Excellence 2008 Theme Financial Capability Managing my Money Year 9

Saving • understand the term • Research prices of goods on the Internet. How long do they saving. think it would take to save for the item? Where would they put • know why people their money to save it? choose to save for • Write six points for a debate on the subject ‘It’s better to save major items. than borrow’. Three points should support the motion, and three points should oppose the motion.

Credit cards • understand the • Use a scenario – may be from a soap or an advert or a Use leaflets for different positive and negative newspaper article. Look at interest rates on credit cards and types of cards. aspects of using penalties of late or non-payment. Explore the incentives that credit cards. are used to persuade people to use particular cards. How are the cards marketed? Look at these marketing strategies. Discuss shopping activity, consider whether there is any difference between a purchase using credit and a cash transaction. How does this make individuals feel? How does it influence their choices?

Controlling • compare value for SM • Compare the prices of own brand, branded goods and multi- your money when making Sc 3.1a 3.4c packs make up a shopping list, and compare total cost. ICT 1.1c spending their choices. PWB 4a • Encourage them to look for offers and assess if they are cost effective.

55 ©Lancashire Learning Excellence 2008 Theme Financial Capability Managing my Money Year 9

consumer rights or 1.4ab,1.5a, • Hold a Class Debate on one of the following:- Rights and responsibilities. 1.7ab, Buying Fairtrade Products will help poor people in third Responsibilities. 2.1abce, world countries. 2.3,2.4. Recycling doesn’t help the environment. It’s a big con! Hist 1.2, You should always complain if you are unhappy with a 1.4, 2.1ab 2.3b product you have bought. Art 1.1a Advertising is an expensive rip off. No one should take any DT 1.1a,1.2a notice of adverts ICt 2.1a • Visit your local supermarket and look for products that bear PWB 4a the fair-trade slogan. Sketch the logo. Note down brands of Cit 1.1b, 1.2abc, products that bear the fair-trade logo RE 3j

Current • understand the Cit 4gh, • Consider the reasons for and the implications of the current Use newspaper articles financial reasons for the RE 3ijk, global economic situation. How will the situation affect and web site information. issues global financial savings, jobs, housing and spending in the future? How long crisis. will the situation last?

• understand the implications for future borrowing.

56 ©Lancashire Learning Excellence 2008 Theme Financial Capability Understanding terms and products Year 9

CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Loans debt • compare the SM RL IE • Use The Credit file (RBS) - Saving and Borrowing, Lenders, The Credit file: and advantages and Art 1.1a, 1.2b Dealing with Debt. Consider alternative strategies to credit . http://moneysense.rbs.co. ICT1.1c uk/rbs/11to14 borrowing disadvantages of Activities include ‘real situation’ worksheet, quiz pages, loans, debt and discussion, role play, extension activities, and homework Saving and Borrowing, borrowing. activities. Web-based and paper based versions are available. Lenders, Dealing with Debt. • Design a leaflet which gives clear information about how to get ICT 2.1b It is important that into and out of debt. students appreciate that • Research real examples of money lender companies, and find all debt is not bad. APR rate. Minimum and maximum amount of loan. Repayment period, any special conditions e.g. to homeowners APR – Annual Percentage Rate. only • Write a wish list of three things or events they would consider saving up for. How much do they think these things might cost?

Borrowing • understand the PWB 2.2abc • Role plays/scenarios related to borrowing and lending money. and lending advantages and Discuss the consequences of the effects on relationships disadvantages of between people. borrowing and • Discuss the concept of the ‘loan shark’ as opposed to the lending money. bone fide lending agency. Consider the role of the regulating authorities for loans. • Consider the information available from banks on loans and credit cards and research the terminology used such as APR, 0% finance, balance transfer.

57 ©Lancashire Learning Excellence 2008 Theme Financial Capability Understanding terms and products Year 9

CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Using cards • choose the RL SM IE • Use a 'Financial terms bingo' game to refresh key terminology- www.thatmoneybook.co.u credit/store card with ICT 2.1b credit, debt, APR etc. Compare credit cards and store cards. k/downloads.asp Art 1.4d Activity 11: Credit cards the best deal to suit • Make a collection of advertisements for credit cards- in and Store Cards. their needs. newspapers/magazines, in junk mail, TV, internet. • Investigate your high street stores- how many offer store cards allowing you to buy goods on credit? Make lists of the APRs for the credit/store cards. Group could divide and pool results. Arrange store cards in order of APR. • Look at incentives to taking out a credit card: reward vouchers, money off, free gifts. Reach a Conclusion: What are the positives and negatives of these? Which has the best / worst terms and conditions ('minimum payment trap', late payment, fees and over-limits.) Write a ‘WHICH’ report on the findings. • Design a Leaflet or produce a presentation on 'The Advantages, Disadvantages and Dangers of Having a Credit Card - a guide for young people'.

Protecting • know how to protect SM RL CT IE • Research what 'Chip and Pin' means- how does this improve www.credit- cards their security when ICt 1.4b security? cardapplication-online.info There may be an using credit/store • Use www.credit-cardapplication-online.info have fun with an opportunity within this cards. online credit card calculator. section of the work to discuss credit card fraud.

58 ©Lancashire Learning Excellence 2008 Theme Financial Capability Managing my Money Year 9

• Students could examine income tax and consider different tax use on-line quizzes ICT 1.1ac, rates. available. 2.3a Art 1.1a, 1.2b. • Consider 4 different incomes and research how each will be DT 4f taxed.

• As well as tax on earnings – what are the indirect methods of VAT - Value Added Tax. taxation? Discuss VAT, capital gains tax, inheritance tax. Is National Insurance an indirect form of taxation? Explore tax Throughout this unit, credits and how these are designed to help people on a low Monopoly may be used to income. highlight risk, reward, budgeting and saving. • Investigate and produce a pie chart or graph to show how the It is important that government uses the money it obtains from taxation. students appreciate that all debt is not bad. There may be an opportunity within this section of the work to discuss credit card fraud.

59 ©Lancashire Learning Excellence 2008 60 ©Lancashire Learning Excellence 2008

Enterprise

61 ©Lancashire Learning Excellence 2008 Theme Enterprise Qualities Year 7

CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used What makes • identify a famous CT IE RL SP • Make an ‘Entrepreneur image’ puzzle to facilitate paired or Photographs of famous an entrepreneur. Hist 1.5a group work. Distribute pieces of the pictures. Pupils entrepreneurs eg Richard 2.2a Branson, JK Rowling, entrepreneur? Sc 1.2a reconstruct the image and therefore have their group David Beckham, Patak • recognise the skills members. Groups read background information sheet for Family and a local and qualities that ICT 1.1a, ‘their’ entrepreneur. Identify who in their group has any of example. entrepreneurs 2.1b. these qualities. Produce a skills and qualities word bank and Produce information possess. PWB 1.1ab, definitions to complete framework sheet. sheets. 1.4abc Prepare a framework sheet. • begin to • Groups research a different entrepreneur and make a short understand the presentation to deliver to the whole class. difference between a skill and a quality. • What are the key messages from this work for individuals?

• reflect on learning. • Identify entrepreneurial skills that they possess. What does it mean to ‘have drive’? What is ‘an ideas person’? What • identify personal qualities contribute to effective team work? qualities. • Discuss technological changes and how they will have to be adaptable and creative in their thinking.

62 ©Lancashire Learning Excellence 2008 Theme Enterprise Setting up a Business – Products, Skills and Year 7 Risks CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used What is a risk? • know what a risk is CT RL • Risk Box Activity8 – experiencing taking risks Risk Box Activity and and factors which Sc 2.1b • Risk Card Game9 – identifying risks and possible card game. 2.2ab. Potential cross reference affect the level of PWB 1.3abc, consequences using scenarios with images and questions to work on risk taking in risk. 2.2abcdef, Drug Education and SRE 3d Alcohol Where’s the Harm CD Rom Basic Drug Facts Card Game. ISBN: 1 873460 53 8.

Risk taking • identify personal SM EP • Risk Taking – individual work to identify personal experiences experiences of risk Sc 2.1b, or risk-taking and that of others known to students. 3.3c. taking. PWB 1.3abc, • Levels of Risk - sort Risk Card Game scenarios into levels of 2.2abcdef, risk (low to high) understand that some activities are riskier • develop visual 3d than others e.g. Red/Amber/Green or Diamond Ranking. presentation skills. Art 1.1a. • Produce a display to show high and low risk activities. • What risks do entrepreneurs take?

8 Risk Box activity – see Appendix 1

9 Risk Card Game – see Appendix 1 63 ©Lancashire Learning Excellence 2008 Theme Enterprise Business in Action Year 7

CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Setting up and • work with others to Sc 1.1ab, • Work in small groups to raise money for a designated charity This unit links with running a a brief using 1.2ab. that links to either school or local community. Use a range of Citizenship: Active PWB1.4abc, Citizenship & Community. business in problem solving 2.3abc, 4e ideas for groups to select. school skills. • complete an action • Research Stage plan, risk Brainstorm ideas/research on internet. Small groups to decide assessment and Sc 2.1a, their focus. 2.1b, 2.c review sheet. Use writing frames to complete an action plan (including objectives, costs, time plan, resources, marketing) and risk • identify skills and assessments. qualities and assign suitable roles within • Development Stage – things to consider, product costings , a team. where & when by whom? • gain an understanding of • Implementation change and 'Develop and Do' – develop and carry out activity. transition within groups. • Evaluation Stage • contribute review Hold the event. Assess what went well. Calculate profit or for newspaper or loss website. Reflection - How could it have been improved? What would you do differently next time? Tips for the future. Produce a review of the charity event for school newspaper or website.

64 ©Lancashire Learning Excellence 2008 Theme Enterprise Qualities Year 8

Putting team • understand that a SM • Class or team based research on the companies that produce work into successful PWB 4e these products, including financial information and company Cit 1.1a action enterprise is not 2.2bcd mission statement. solely dependent • Carry out financial and ethical comparisons. upon profits and • Working in small teams, each team to select a fairtrade or costs. eco-product to sell within school. Complete an action plan • work with others to TW EP ICT 1.1abc, including objectives, costs, time plan, resources, marketing a brief using 2.1b and risk assessments. Liaise with other school staff to problem solving organise practical details e.g. financing, venue, timings. skills. SM RL Reflect and evaluate on the experience including changes • identify skills and made to original plans. Produce a review for newspaper or

qualities and assign website. suitable roles within IE RL TW a team. • carry out enterprise activity.

65 ©Lancashire Learning Excellence 2008 Theme Enterprise Setting up a business – Products skills and Year 8 risks CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Why are some • identify a famous RL IE TW EP • Product Recognition Game (same principles and procedure as products product and Geo 1.4a, for entrepreneur puzzle) e.g. Dyson, Pataks, Wind-Up Radio, 1.5a, 1.6a successful? recognise key Sc 1.2ab, Harry Potter, Virgin, M&S, Co-op Use 4-8 examples of features and 1.3a,1.4a, currently known products covering national and European qualities that make 2.2a 2.3a areas including a local less-famous example. it a market place 3.4 • Possibility for school visit from local business or successful success. DT 1.1cd. past student. ICT 2.1b, • start to understand 1.1a • Group read background information for their product. some basic PWB 2.2b, • Use internet or other resources to compare price and features economic ideas eg 4ad of rival products. price and feature Select a product and prepare an ‘infomercial’ which shows • comparisons, why ‘their’ product is better than rival products. Potential to research profit. present using multimedia.

Skills for • understand some • Setting up and running a school shop or a stationery store. www.thatmoneybook.co.u developing a of the skills needed Conduct market research, research the cost of stock items. k/downloads.asp Activity 6: Setting up and business in developing a Make business decisions (staff, opening hours, profit or non- running a school shop. model business. profit making, accounts, advertising, prices). Prepare a business plan. Conduct a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats).

66 ©Lancashire Learning Excellence 2008 Theme Enterprise Business in Action Year 8

CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Fair trade and • have an increased IE RL • Use up-to-date company reports, websites, promotional www.fairtrade.org.uk eco business knowledge and Geo 1.1ab, publications, advertising and labelling to increase awareness carries a wide variety of 1.2ab, 1.3ab, suitable resources lesson awareness of fair- 1.4ab, 1.5a of products. This could form part of a Fairtrade Fortnight or plans and letter templates trade and eco- 1.6ab, 1.7ab, other appropriate local or national event. free to download. business products, 2.1abeg, principles and 2.4a • Team based display and discussion work using a number of If taste testing is used practices. Sc 1.2a, 1.2b paired objects and products to identify similarities and remember to check for 1.3a allergies. Hist 1.2, 1.4, differences between products. 2.3b Art 1.1a,1.2b DT 1.1ac, • Examples: fairtrade/organic chocolate and non- 1.2a PWB 4b, fairtrade/organic chocolate, shop-bought imported onion and RE 1.5a, locally produced organic onion, recycled and non-recycled 1.6ab,3ijk, 4d stationery and clothing.

• understand what it • How important would it be to keep the ideas flowing? Talk Resilience means to be about the need for continuous change in order to reflect resilient. change in the market, different trends and fashions. • Discuss the term resilience. Discuss how they have shown resilience in their lives. What would it mean in terms of business to be hard or tough and have the ability to bounce back after a set-back. What ‘hard knocks’ might be encountered in business? How would resilience be a good quality to have?

68 ©Lancashire Learning Excellence 2008 Theme Enterprise Setting up a business – Products skills and Year 9 risks CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Managing • explore the notion PWB 2.4abc • When managing people, what qualities would a manager people and of managing people need? Discuss listening to people’s views and opinions, projects and projects. encouraging and motivating others. • When managing a project what qualities would a manager need? Discuss organisational skills, the ability to generate and follow through ideas.

Ideas • improve skills in SM EP TW • Use examples to identify constructive criticism. Can refer to KS2 resource teamwork. RL IE RL www.crackingideas.com Sc 1.1ab, (teachers zone/owning 2.2ab, 2.3a. ideas). • understand Music 3g • Working in teams to come up with a consensus agreement to constructive DT 1.1a put forward one idea for their 'pitch'. criticism.

• understand concepts of intellectual property • Understand the term intellectual property. rights.

• identify their own personal skills and attributes.

69 ©Lancashire Learning Excellence 2008 Theme Enterprise Setting up a business – Products skills and Year 9 risks CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Big business • explore the work of PWB 2.2a, • Discuss aspects of the changing world of business, for and corporate big business and 4d, 4e example working abroad, new technology, ageing populations, responsibility the responsibilities working from home. in a changing they have to their world employees and to • Research the changing appearance of the high street – effects the consumer. of large multinationals on small businesses.

The business • understand the key • Research what a business plan is and what essential Business plan examples Plan elements, terms elements make it up. are available from banking advisors at local banks. and processes of a • Use a case study or a successful business plan to analyse key business plan. elements. Identify key terms and processes. Research the FSA – Financial Services FSA Employment regulations. Authority.

• Create a concise business plan relating to examples from the Schools should have innovative enterprise session. visitor policies in place.

• Understand the term ‘niche market’. • There may be a possibility of a visitor such as a local bank advisor or business person or Princes Trust. • Advantages and disadvantages of self employment or working for others.

Pitching the • understand verbal TW EP RL • Working in teams to come up with a consensus agreement to www.pfeg.org has idea and non-verbal Sc 1.1b, put forward one idea for their 'pitch'. relevant video clips. 1.4a, 2.3a. cues and PWB 2.2f • Watch clips of successful and unsuccessful presentation and communication 2.3d interactions. Through this Enterprise skills in • Role-play using different structured scenarios and skill unit, students will develop presentation elements. confidence in their ability contexts. to create, manage and • Construct a 'perfect pitch' checklist. develop creative activities • practise basic • Carry out short 2 minute “pitch” presentation e.g. plastic cup, within the financial areas communication and pencil. of their lives. They will presentation skills. develop an awareness of and a confidence in dealing with risk and rewards.

• engage in self and PWB 4f • Carry out self and peer-evaluation exercises to identify both peer-evaluation of skills acquired and developed. enterprise pitch.

• Reflect upon the experience of risk-taking in an enterprise context.

• This can be done as a competition, 'Dragon’s Den' style within the class or year group using external judges e.g. KS4 or post- 16 Business Studies students, other staff or outside experts e.g. banking advisor etc.

• This learning experience is designed to foster independent personal learning and thinking skills. It is envisaged that the teacher acts mainly as facilitator and resource provider for the last section of the work.

Careers and Work Related Learning

73 ©Lancashire Learning Excellence 2008 Theme Careers and Work Related Learning Personal Strengths Skills and Attributes Year 7

My personal • talk about their Hist 1.1, 2.3b • Complete a time line of their achievements so far. Make an skills and achievements, Sc 2.3a achievements shield. ICT 1.1c, attributes qualities and 2.3a. abilities. Art 1.1a • Make activities such as top trump cards based on the popular PWB 1.1abc, card game focussing on qualities and skills they like about 4f themselves.

Aspirations • consider and RL IE • Consider the future ten or fifteen years. Discuss what their verbalise their PWB 4f aspirations are and what steps will be needed to reach them. aspirations. Research particular career qualifications, courses and qualities needed.

74 ©Lancashire Learning Excellence 2008 Theme Careers and Work Related Learning Personal Strengths Skills and Attributes Year 7

• Use real or made up examples from a progress file or record of achievement.

Smart targets • understand SM RL • Discuss what they think a 'SMART target' (Specific, Care should be taken with 'SMART' targets. Sc 1.1ab, Measurable, Achievable, Relevant and Time related) is. Make this type of work as 1.4a. students self esteem must PWB 4f up a sorting game activity for students to use to identify which remain intact. Many • begin to develop a are SMART targets and which are not. e.g. I will go to the people achieve what progress file. dentist; I will ring the dentist today and book an appointment appear to be unrealistic for next month. I want to go on holiday; I want to go on holiday goals. st th • set realistic goals between the 1 and 16 August. for the future. • Show the students an action plan and get students to make one for themselves. Review this action plan on a regular basis.

• Explore realistic and unrealistic goals by encouraging research.

• Discuss the role of Unions in relation employment rights. Talk about who in history has contributed to this e.g. Rochdale Pioneers, Arthur Scargill.

People with • define self PWB 1.1ab • Discuss the varied interests hobbies and pastimes of the class drive and motivation. or group. determination • Talk about self motivation and how it might link to success and job prospects. What does it mean to have 'drive' and 'determination'. Explore significant characters in history who have had drive and determination. What does it mean to succeed against all the odds?

Being positive • think positively • Explore what is meant by 'Positive Mental Attitude'. How can about themselves. this help when things are difficult or when things go wrong?

Me as a • understand the PWB 1.1abc • What sort of things do employers look for? Do I have them? worker attributes employers 4c Discuss things like timekeeping reliability, concentration, require. honesty and initiative. Are these skills that we can learn? How would I 'sell' myself to an employer?

The • develop an • Using the internet and careers guidance materials research A visitors' policy must be difference understanding of different jobs and careers. Invite local professionals and in place. between a terms such as job, business people to answer students' questions about their job and a career, occupation. jobs or careers. career

• How do we measure success? Is it a wage, salary or salary size, days holiday a year, perks, hours of working - discuss all these aspects.

Moving into • begin to think about • Discuss events that have happened in their lives already i.e. the world of the steps that they beginning to speak, starting school, learning to swim, moving work will need to take in house. Consider the next ten or fifteen years and the events order to gain that might happen in that time. employment in the • Students will consider three jobs that might interest them, use future. the internet to research qualifications and qualities needed for each job. Construct a backwards time line starting at getting the job to show what steps would have to be taken in the period between then and now to be able to achieve these jobs. • Explore those websites, people, organisations that are available to help with careers advice.

The ‘Make it • begin to understand • Use the ‘Make It Real’ game from the makers of ‘The Real To download information Real’ game about services and Game’ or devise own activity to enable students to create real and purchase materials for this visit occupations. scenarios in which to understand about services and http://www.prospects- occupations in communities. sales.co.uk/realgame/Mak • learn the importance Enterprise • Consider the services and occupations that exist in the eItRealGame.htm of education and Unit p 61 community. How do people set up companies? How do they qualifications in decide what location is best for their product, ‘hire’ staff and getting jobs. find accommodation? • Consider the key services in the community, who pays the wages of those who work in these services? Discuss council tax and how it is used.

• What does the term ‘working from home’ mean? Survey • understand different employers with a ‘working from home’ policy. Why would ways of working. companies encourage this way of working? Consider the pros and cons of this type of work. • Discuss the terms ‘hot desking’ and ‘video conferencing’. Why do companies use these different ways of working?

80 ©Lancashire Learning Excellence 2008 Theme Careers and Work Related Learning Personal Strengths, Skills and Attributes Year 8

CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Personal • use a straightforward PWB • Use the activity in '13+ Pathways to the future' on how to For guidance on how to choices decision making 2.2abcdef make decisions or plan a simple decision making activity set up a progress file see http://www.qaa.ac.uk/stud technique. based around easy decisions about day to day choices ents/guides/UnderstandPr compared with more difficult decisions which may have long ogFiles.asp term consequences. How can risks be assessed and used in a or positive way? http://www.myprogressfile. • Use activities from various resources to begin to put together com/(dgrmxzij0xlaaf45yke wdifq)/letsgowithprogfile.a a progress file which can be added to over the next few years. spx What information needs to be kept? How will the information help in the process of finding a job or career?

Identifying, • identify a range of PWB 4g • Consult with Year 9 and 10 pupils to produce a booklet for Use the jobs 4 u website: accessing people who can help parents and Year 8 pupils about future option choices. http://www.connexions- direct.com/jobs4u/ and using them. • Explore the case studies on the 'jobs4u' careers database. help and advice from a variety of sources

81 ©Lancashire Learning Excellence 2008 Theme Careers and Work Related Learning Personal Strengths, Skills and Attributes Year 8

Skills • recognise the Sc 1.2a, 1.3a • Look back with the class to the personal skills and attributes personal skills and PWB 1.1abc activity that they did in Year 7. Have these changed or attributes that they developed since then? How will they need to change in the need for the future. future to enable them to have the skills they need for the world of work?

• Complete a new time line of their achievements so far. What skills have they had to learn in order to have made those achievements?

Stereotyping • recognise CT IE RL • Starter activity of ‘Career Pictionary’ 10 or ‘Picture Passport’11 stereotyped and Geo 1.1ab, which will raise the topic of stereotyping. 1.3ab. misrepresented Hist 1.3, • Debate views on perceptions of ‘men’s’ jobs and ‘women’s’ images of people, 1.4, 1.2, 1.1, jobs. Refer to the law relating to careers and work. 2.1a, 2.2a, • Explore ways of challenging stereotyping informally and discrimination in the 2.3b. formally. workplace. Information on • identify ways to PWB 1.5ab, www.direct.gov.uk 2.3de, 3m • How does the law offer protection? challenge RE 1.4ab, stereotyping.

10 Career Pictionary - See Appendix 1 11 Picture Passport - See Appendix 1 83 ©Lancashire Learning Excellence 2008 Theme Careers and Work Related Learning Jobs and Careers Year 8

What key • understand and RL SM • Thought shower about why it’s important to understand the Key skills as defined by skills are recognise what key skills you have. QCA can be found at: needed? skills are. • Use information about key skills to produce a collage of key http://www.qca.org.uk/qca • understand how and skills using pictures and words. _6444.aspx why we need to • Keep a key skill log showing were in each subject they have develop certain use a key skill. PLTS and Functional skills. Skills in NC 2008 • Look at a variety of jobs and careers and explore where key http://curriculum.qca.org.u skills are essential. How do these compare with the Personal k/key-stages-3-and- Learning and Thinking Skills(PLTS) and the Functional Skills 4/skills/index.aspx in the National Curriculum?

labour market. this activity. Is a job for life? How do people cope with job loss? • Compile a questionnaire for parents, grandparents or carers on how work has changed for them.

Working from • understand the • For some people home working is an option that they can use, home concept of home for others it is the only way of working. Discuss the working. advantages and disadvantages of working from home. How does an employer know that their employee is actually working? Do companies have any health and safety requirements for home workers? • How do self employed people work from home? How are they regulated? What sorts of work would require special inspections?

Job creation • begin to understand • Jobs may be created in times of economic difficulty to enable schemes that sometimes jobs young people to experience the world of work. Compare the are created. 'Youth training Scheme' that was developed in the late 1980s and the ‘Modern Apprenticeship’ scheme which addresses skill shortages in certain areas. Pupils could research using leaflets and websites. What options are available through the Modern Apprenticeship scheme. What is available in the locality? Where can more information be sought? What sort of qualifications are available through this scheme?

85 ©Lancashire Learning Excellence 2008 Theme Careers and Work Related Learning Preparing for an Option Evening or Careers Year 8/9 Fair CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used The options • contribute towards PWB 1.4abc, Forward planning is absolutely essential. Discussions should take place This may be an activity evening or the planning, 2.3abcd, with the Headteacher and staff to establish a suitable date for this which begins as a class 4bde, event. Decide which colleagues need to be involved. Allow sufficient activity. It is envisaged careers fair organisation and Cit 1.1a, that a working party will be execution of a time for this to be planned well and involve all the pupils wherever 2.1a,b,c, possible, such as, planning the publicity; writing letters and invitations; formed to take some careers evening . 2.3ab, 4cd aspects of the planning making telephone calls; floor planning for the event; refreshments on forward. the evening; car park attendants; ‘meeting and greeting’ ; signage for the rooms; badges for the speakers; thank-you letters.

• Discuss with pupils what they would like to see at a Careers Fair or Options Evening. Invite pupils in Key Stage 4 to talk to the pupils about the effectiveness of the evening that they went to. How could it have been better?

• Research and compile a list of local employers who might be

interested in setting up a display at a careers evening.

Determine with the students how the evening should be

planned.

• Look at the roles that might be needed in the planning of a

major event. How could this transfer into the planning for the

Careers and Option evening. How could roles be decided?

Write job descriptions for the major roles and invite students to

apply for these roles thus creating a working party to make the

major decisions.

86 ©Lancashire Learning Excellence 2008 Theme Careers and Work Related Learning Personal Strengths, Skills and Attributes Year 9

Skills • identify the skills RL IE • Explore skills such as adaptability, flexibility, creativeness, needed for particular PWB 1.1abc showing initiative. How might these skills and others be useful jobs and careers. in the world of work?

Making • identify, access and EP RL IE • Hot-seating activity with year 10 students about subject Could use the jobs 4 u school use the help and PWB 1.3abc choices website. choices advice they need • Interview subject teachers and present role play activity from a variety of around choosing options ‘13+ Pathways to the sources. • Year 9 options booklet plus parents’ book. Future’ introducing options pg138. • identify a range of people who can help them.

87 ©Lancashire Learning Excellence 2008 Theme Careers and Work Related Learning Personal Strengths, Skills and Attributes Year 9

CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Careers • understand how to RL IE • Visit the school careers library. There may be an opportunity The Department of Work research use the school and here to use the school librarian/resource centre manager to and Pensions site ‘Job Centre Plus’ external careers talk with the pupils about how the information can be http://www.jobcentreplus.g resources. accessed both in book form or electronically. How does this ov.uk/JCP/Customers/ind compare with the information people can access at the job ex.html centre? Look at the ‘Job centre Plus’ web site. Kudos online http://www.cascaid.co.uk/ home/main.do?section_id • Use 'Kudos' on line or 'Fast Tomato' online to explore various =58 jobs and careers Fast Tomato on line http://www.fasttomato.com • Use the ‘What’s my line?’ activity in '13+ Pathways to the /index.aspx Which way Now? Future' pg 154 or the Lucky dip exercise on pg131. http://www.connexions- • Use activities from progress files on web site. direct.com/whichwaynow/

• Use the ‘Which Way Now’ booklet or web site.

Other types • recognise that work RL • What is work? Is there such a thing as ‘proper work’ discuss of working is more than paid RE 1.2a, what people’s perceptions of work is. Consider family life, 1.4a, 1.5a, employment. 1.6a 'duty' and volunteering.

The C.V. • begin to draw up a • Use websites and other resources to research how to write a curriculum vitae. Curriculum Vitae and what to include in it.

• Start to write a C.V.

Making • make realistic and EP SM • Use the ‘Which Way Now’ resource and the school option Use the 'Which Way Now decisions informed choices of Sc 1.1b booklet to begin to consider option choices for next year. 'Case studies to help PWB 2.2bf http://www.connexions- the options available • It may be possible to organise an in house subject fair where direct.com/whichwaynow/ post 14. all the subject leaders set up a five minute presentation about CaseStudies/ • produce an action their subject and deliver this to the students, in groups, use plan for selecting the ‘envoy’12 model to discover information about all the their options. subjects.

12 Envoying – see Appendix 1 89 ©Lancashire Learning Excellence 2008 Theme Careers and Work Related Learning Jobs and Careers Year 9

Rural/ Urban • begin to understand • Make links with schools in different settings in this country to Video conferencing may employment the difference find out more about the job prospects in the countryside be possible.

between rural and compared with the inner city. urban employment. • What factors might have to be considered if a person moves from a village to a city and vice versa?

Social value • begin to appreciate Cit 3ek, 4e • Discuss the term ‘social value’, what does it mean? How might VSO jobs that some jobs have RE 1.2a, such an employer or employee be expected to conduct http://www.vso.org.uk/volu 1.4a, 1.5a, nteering/ a social ‘value’. 1.6a themselves? How might a ‘social value’ job differ from one that isn’t given this label? Consider the implications of job cuts in a social value job. • Discuss the terms 'vocation' and 'calling'. What is the difference between a vocation, a calling and a job. Explore significant examples such as Mother Theresa.

CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used Hours of • begin to understand Cit 1.2abc, • Using a variety of resources research what the law says about The ‘business link’ web work – the the law in relation to 3abe the working week. What rights do workers have to sickness site may help http://www.businesslink.go law hours of working and benefit, paid holidays and pension rights if they work part time v.uk/bdotg/action/layer?tc working conditions. or full time? Discuss the national insurance contributions =000KW0432611498 made by employers, is this different if a different number of hours are worked? Is there a maximum number of hours that or Directgov can be worked in any week? Discuss the long hours worked http://www.direct.gov.uk/e n/Employment/index.htm by doctors and surgeons. • What regulations are there for employers regarding working hours and overtime payments and holiday allocation? A local business person may be available to explain this to the students. • What is the national minimum wage?

Holidays and • understand the • Discuss the phrase ‘ too much work and no play makes Jack a leisure time benefit of having dull boy’ What does this mean? What might be the leisure time. implications for someone who is a ‘workaholic’. What is meant by a ‘good work life balance’? • How much time should an employee be given for breaks and lunchtime? How many weeks paid leave should an employee expect to have each year? • Discuss how this leisure time may be spent. What leisure activities would an employee expect to pursue on days off, weekends and in holidays? What are the factors that might limit access to leisure activities? Would this discussion be different at a time of economic prosperity compared with a period of economic downturn?

under representation? What does the law say about this?

Learndirect careers advice Where to go • understand that PWB 4bcg • Use web based resources to find out about job seekers advice http://careersadvice.direct. for help there are centres and Learn Direct centres. gov.uk/ organisations that • Explore the services available to the unemployed such as the Learndirect can help them. http://www.learndirect.co.u 'New Deal' programme k/ • Discuss the role of trade unions and Citizens’ Advice Bureaus Directgov – job seekers in helping people to understand employment law and to settle http://www.direct.gov.uk/e disputes. A trade union representative or a person from n/Employment/Jobseekers Citizens’ Advice may be willing to talk to the pupils or to supply /index.htm New Deal information to them. http://www.direct.gov.uk/e n/Employment/Jobseekers /LookingForWork/DG_100 30662

Self • consider self • Research the legislation about self employment. Can anyone HMRC website Employment employment as an set up a business? What legal requirements are there? How http://www.hmrc.gov.uk/se lfemployed/ option for some do companies register that they are in business? What are the people. advantages or disadvantages of being self employed?

• Investigate who helps self employed people – there may be leaflets produced by banks on writing a business plan and paying tax. HM Revenue and Customs has advice for people becoming self employed.

CONTENT SUGGESTED LEARNING LINKS to: Use any previously planned activities that you have in your repertoire, RESOURCES OUTCOMES the following are only suggestions REFERENCES Knowledge, skills and NC Points to note attitudes PWB SUGGESTED LEARNING EXPERIENCES Careers Students are able to: Ground Rules for working together should be used A job for life? • begin to realise that • Look at jobs in the past and jobs now and consider what jobs they may not have may be in existence in the future. Create a ‘job shop’ for future the same job for the jobs. whole of their • Does a job for life still exist? What sort of ‘turnover’ might a working life. company have annually? If someone is changing jobs what should they consider before handing in their notice from one job? • If someone is made unemployed they may have to change their career path. How could they be helped to gain the necessary skills and qualifications to be able to do this? What personal qualities would a person need in this situation? • Consider the general personal skills and attributes that would help people to cope with job change whether by choice or by necessity. • Explore resilience and flexibility. • How might employers and other employees help new employees to settle into a new job?

Changing • understand that in • Discuss what it means to be able to ‘embrace change’ rather trends their lifetime patterns than being a ‘dinosaur’. Consider how these this might impact of work may change in a working scenario. What qualities do people need to have considerably. to be able to deal with change in a positive way?

Appendices

4 Cs model Consider, Compare, Choose, Consequences loosely based on the technique proposed by Rest (1983). Rest proposed recognising the problem; reasoning about it; choosing; and acting.

Career Pictionary This would follow the same rules as ‘Pictionary’ but use only career words.

Envoying The class are divided into groups of four or five. Each group nominates someone to speak about the issue in which they have some expertise or on which they have been working. This person moves round the groups in turn to explain finally arriving back at their own group. During the time they have been away the group will have been visited by envoys from the other groups. The task is then to explain all the information to the group so that the information can be accessed by all. This could be adapted to use in a careers session if the envoys were the heads of department and they stayed still while the groups went round the room collecting information to compare as a group at the end.

Jargon Buster This is a game that can be found on the That Money Book web site (Activity 17).

Partnered Walk Through A technique developed and used in Lancashire as a way of evaluating school effectiveness, often used when preparing a school for an OfSTED inspection. This process may be conducted by colleagues within a school or validated by an external adviser for example, Head teachers and their School Improvement Partners set the agenda and then walk through the school to try to find evidence to support this.

Picture Passport Collect photographs of people of different ages, abilities, race, gender from magazines and newspapers. Avoid using people that are known to the pupils such as celebrities. Make cards on which a picture of one person is stuck and the space below allows the students to decide on: The name of the person; where they live, their age; their country of birth; their first language; their ethnicity; the job they do. This can be used to challenge stereotyping in many areas not just the area of jobs and economic well being. It can be developed to include abilities and sexuality.

Risk Box activity Make a box or (set of boxes) with covered entry holes where students have to take a risk as they put their hands in the box. The box/es should contain either 'pleasant' or 'unpleasant' items. This can be replicated with cards with various 'pleasant' or 'unpleasant' messages on them such as a pass to jump to the front of the dinner queue, or a 15 minute detention. The students experience taking a risk in a controlled setting.

Risk Card game Make two sets of cards. The first set contains cards each bearing a different 'risk'. Ensure that there is a wide range of activities ranging from slight risk to extreme risk so include crossing the road, trying out new foods as well as rock climbing and injecting heroin. The second set contains cards that describe a situation or skill that might have a bearing on the concept of risk depending on the individual for example a medical condition, poor weather, being drunk, being with a skilled climber, having a Duke of Edinburgh silver award. The risk cards are given out first and pupils are asked to form a continuum line across the room based on their perception of the risk they have been given. Take feedback from the pupils about why they have placed themselves. Discuss the calculated risk and foolhardiness. Then give each pupil a card from the other set and ask them to repeat the activity. Does the continuum change?

Resources

Some of the following references have been made in the text of this document although it is recognised that schools may have existing resources that can be used to achieve the same outcomes.

13+ Pathways to the future: A Careers and Citizenship Resource for years 8 & 9 ISBN 9781902876238

Careers Education and Guidance in England A National Framework 11-19 D03/2003 Ref: DfES/0163/2003

Financial capability through Personal Financial Education – Guidance for Schools July 2000 Ref: 0131/2000

QCA (2001) Planning Teaching and Assessing the Curriculum for Pupils with Learning Difficulties: PSHE ref QCA/01/749

QCA End of Key Stage Statements

QCA Assessing Citizenship at KS3

97 ©Lancashire Learning Excellence 2008 Websites www.businesslink.gov.uk/bdotg/action/layer?tc=000KW0432611498 Business Link http://careersadvice.direct.gov.uk/ Careers Advice at Direct Gov www.cascaid.co.uk/home/main.do?section_id=58 CASCAiD www.childtrustfund.gov.uk Child Trust Funds www.connexions-direct.com/jobs4u/ Connexions Jobs4U www.crackingideas.com Cracking Ideas www.credit-cardapplication-online.info Credit card On line www.debtcred.org Debt Cred www.direct.gov.uk/en/Employment/index.htm Direct Gov - Employment www.bbc.co.uk/dragonsden/ Dragon’s Den site www.europarl.europa.eu/factsheets/3_2_2_en.htm European Parliament Fact Sheets www.fairtrade.org.uk/ Fairtrade www.fasttomato.com/index.aspx Fast Tomato www.debtcred.org.uk Financial capability web site of the High Sheriffs of England and Wales. www.hmrc.gov.uk/selfemployed/ Her Majesty’s Revenue and Customs (Tax)

98 ©Lancashire Learning Excellence 2008 Websites (cont) www.hsbcamanah.co.uk HSBC Amanah Bank www.jobcentreplus.gov.uk/JCP/Customers/index.html Job centre Plus www.direct.gov.uk/en/Employment/Jobseekers/index.htm Job Seekers www.learndirect.co.uk/ Learn Direct http://curriculum.qca.org.uk/key-stages-3-and-4/skills/index.aspx National Curriculum www.direct.gov.uk/en/Employment/Jobseekers/LookingForWork/DG_10030662 New Deal Programmes and others www.pfeg.org.uk Personal Finance in Education Group www.myprogressfile.com/(dgrmxzij0xlaaf45ykewdifq)/letsgowithprogfile.aspx Progress files www.qaa.ac.uk/students/guides/UnderstandProgFiles.asp Progress files www.qca.org.uk/qca_6444.aspx QCA www.taxtalking.org.uk Tax Talking www.thatmoneybook.co.uk/downloads.asp That Money Book www.prospects-sales.co.uk/realgame/MakeItRealGame.htm The Real Game www.redbox.gov.uk/entry.html The Red Box www.connexions-direct.com/whichwaynow/ Which Way Now? www.vso.org.uk/volunteering/ Voluntary Service Overseas

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