Teacher Pack – Key Stage 3 - Teach First

1 Teacher pack Key Stage 32 Teacher pack Key Stage 3 Thank you for downloading The Big Class Challenge Teacher pack for Key Stage 3. Here you ll find everything you need to deliver your lesson, including a plan and resources, as well as this link to a slide deck. The resources can be printed as individual worksheets, one per pupil, or as a booklet. 3 GUIDANCE pack FOR KS3 TEACHERSPre-reading and preparationEverything is ready to go, but do spend some time having a read through so you are confident in how the content fits the key information you need to guide your pupils through the lesson is included in the notes on the slide deck, and you don t need to do any special preparation or research to be able to lead the lesson effectively. However, if you do want to gain a bit more of an understanding about the post-school pathways you ll be exploring with your pupils, do have a look at Section 2 of our Post-School Success Toolkit.

2 You might find the double page spread on apprenticeships on pages 31 32 particularly helpful in understanding the basics of this hope you enjoy the thinking and discussions this lesson will provoke in your pupils. We anticipate that it may bring up lots of questions from them that you may not necessarily be able to answer, but we have directed pupils to a number of websites on the final guidance sheets where they can find more information, and our Post-School Success Toolkit is a great place for you as a Teacher to explore this work in more detail. Join the Big Class Challenge communityIf you deliver the lesson during the national Big Class Challenge weeks between 11-22 December, you and your pupils will be part of a movement including other schools up and down the country taking part in this activity at the same time. It may be that time just isn t available during December, but if that s the case, don t worry; this lesson can be delivered at any your experiencesWe d love to hear if you took part in the Big Class Challenge via Twitter.

3 You can share your experience of getting involved by posting your own tweet and incorporating our Challenge the Impossible campaign hashtag #TFChallenge, or use our template tweet I just took part in the Big Class Challenge with my class at [insert school name, using your Twitter handle if you have one] #TFChallenge .You might also like to attach a picture to your tweet. Please encourage fellow teachers in your school and network to take part in the Big Class Challenge and deliver this lesson to their pupils! Teacher packs from EYFS to Key Stage 4 can be found on our Big Class Challenge website. Finally, remember that to complement the lessons teachers are running, we are asking volunteers to deliver talks to pupils about their careers, and the journey they took from school to get there. Share our volunteer guidance pack with people you know working outside the classroom and encourage them to deliver a talk in your luck, and have fun!

4 4 THE BIG CLASS CHALLENGEL esson PlanLesson overviewThis lesson will give pupils the opportunity to identify the Key Stage 4 and career field options best-suited to their talents and passions, and equip them with some short-term strategies for furthering their understanding of subject areas, careers and pathways. The lesson also aims to dispel common myths around post-14 and post-school pathways, and prompt pupils to consider longer-term objective To explore the pathways linked to your talents and passions, and how you can develop your knowledge of these criteria To identify the Key Stage 4 and career field options you may be interested in based on your talents and passions To know some key facts about Key Stage 4 and post-school options To understand how you can gain pathway and career knowledge in and out of schoolLesson outline and timingsTeacherPupilsDo now (10 minutes)Instructions on the board for when pupils arrive (slide 1).

5 After 5 minutes, run through lesson overview, objective and success criteria. Explain that, whilst you know many of your pupils have high career aspirations, often they don t necessarily know how they will reach those goals, or they might have decided on a career field without really knowing much about it, or having considered other options. This lesson will be the starting point for addressing some of these , go through the do now answers (slides 2-5). Take pupil thoughts on the extension task, but don t address any questions at this Stage (unless they are answered through correct completion of the activity) explain that you will be coming back to their questions at the end. On arrival independently use worksheet 1 to draw lines to match features with either university or apprenticeships. Extension activity: what questions do they have about university?

6 What questions do they have about apprenticeships? (Pupils can move onto this if they become stuck on the matching exercise!). Some will have the opportunity to feedback pack FOR KS3 TEACHERSL esson outline and timingsTeacherPupilsBeginning(10 minutes)Ask pupils to think, pair, share what the difference between a passion and a talent is. Pupils who are able to establish definitions quickly could also consider what the connection is between passions and talents and Key Stage 4 choices (slide 6). Cold call on some groups for feedback, before highlighting that the connection is that what we love doing our passions, and what we are good at our talents, should help us to choose our Key Stage 4 subjects, as making sure that we build upon what we enjoy and succeed in in year 7/8 gives us a good chance of enjoying and succeeding in year 9, 10 and 11.

7 Model highlighting or underlining your own talents and passions from the table using a different colour or style for each (slide 7), before asking pupils to spend five minutes selecting their own. Remind them that some things might be both, and to highlight those with both colours or underlining model identifying the two categories from the table that most of your talents and passions belong to. Give particular emphasis to those activities that are both passions and pupils three minutes to identify their top two categories, before filling them in the middle of their worksheet. the tables here were developed by Teach First s Access Department, and are designed to broaden pupils subject considerations and give some structure to their evaluation of different passions and talents. Arguments could be made by faculty areas for inclusion in all categories (for example, all subjects have an element of presenting ), and as such the worksheet should not be used to actively discourage pupils from any subject , pair, share what the difference between a passion and a talent is.

8 Extension: what is the connection between passions and talents and Key Stage 4 choices? some will have the opportunity to feedback thoughts. Independently highlight or underline talents and passions from the list worksheet identify top two categories, and fill them in the middle of the (AfL) (10 minutes)Explain that when pupils are considering their Key Stage 4 options they need to think about how this aligns to, and would develop, their passions and talents. Explain there are a range of subjects that will help us develop our two priority categories (slide 8), and that we should consider each subject carefully before we make final decisions about studying them. Highlight that English, maths and science will also develop talents and passions across a number of categories, but aren t on the list as pupils will already definitely be studying them at Key Stage that, as well as there being multiple subjects that will suit our passions and talents, there are a range of career fields that link to and will help us develop in these areas (slide 9).

9 Ask pupils to examine the career fields on worksheet 3, and put a tick next to any matches with their table based on talents, passions or worksheet 3 has an extensive list of career fields, and pupils are unlikely to be able to read all of them thoroughly in the time allocated here. Encourage them to skim and scan for key words that match with those they have highlighted on worksheet 2, and encourage them to come back to this worksheet as part of their action put a tick next to any of the career fields they think might match well with their passions and talents on worksheet BIG CLASS CHALLENGEL esson outline and timingsTeacherPupilsMiddle (5 minutes)Explain that now we have a clear sense of the subject areas and career fields that might link best to what we like doing and are good at, we need to make sure that misunderstandings about certain pathways aren t stopping us from evaluating all the pupils five minutes to decide whether the pathway statements are true or false (slide 10).

10 Work in threes to label the pathway statements on worksheet 4 true or (AfL) (10 minutes)Run through answers (slide 11).Ask pupils to discuss the most surprising statement, before cold calling on some groups to share their thoughts. Correct/annotate threes discuss the most surprising statement some will have the opportunity to feedback. End (10 minutes)Explain to pupils that considering options and the future beyond school is not something that can be tackled in one lesson and that they are now going to have some time to look through the next steps advice sheet to think about what they need to do independently from here. Highlight that, across the year, they might want to consider doing all of the things on this list, but you want them to pick out three things that they would like to focus on over the next term. Explain how they should use their action plan worksheets to record their next steps (slide 12).