Employ Ability - It Is Up To Me

Nothing Ever Stays the Same:
Thematic Unit
Employability:
It’s Up to Me
Learning for Life and Work (MLD)
Writers’ Group
Nora O Baoil, Fleming Fulton School, Belfast (Editor)

Mura Kennedy, Fleming Fulton School, Belfast (Editor)
Avril Fryer, Rostulla School, Newtownabbey
Ruth McCreadie, Longstone School, Belfast
June Richardson, Cedar Lodge School, Belfast
Fionnuala Saunders, St Gerard’s Education Resource Centre, Belfast
Pauline Brady, Rathmore Guidance Centre, Antrim
Colm Hassan, Belmont School, Londonderry
Mary Connolly, Erne School, Enniskillen
Eileen McKeown, Erne School, Enniskillen
Mary McKendry, Castle Tower School (Loughan Campus), Ballymena
Associate Teachers
Denise Maguire, Newtownabbey Educational Guidance Centre
Bronac O’Connell, Sunlea Educational Guidance Centre, Coleraine
A CCEA Publication ©2009
www.nicurriculum.org.uk
Cover Photograph: Jupiter Images

Unit Title: Nothing Ever Stays the Same
Sub Theme: Employability: It’s Up to Me
Thinking Skills and Personal Capabilities: Working with Others
Curriculum Objective: To develop the young person as a contributor to the economy and environment
Key Elements: Personal understanding, mutual understanding, personal health, moral character, spiritual awareness, citizenship, ethical
awareness, cultural understanding
Attitudes and Dispositions: Personal responsibility, concern for others, openness to new ideas, curiosity, tolerance, integrity-moral courage,
respect, community spirit, tolerance
Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, offers choice, supportive
environment, ongoing reflection, enquiry-based, challenging and engaging
The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home
Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of
learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address interpret and develop the
Northern Ireland Curriculum’s key elements and Statements of Minimum Requirement.
Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In
addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles
and make connections to the Cross Curricular Skills.
The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow
them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt
and extend them as appropriate for your classes.
1 Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

2
Statements of Minimum Requirement

These are the Statements of Minimum Requirement that are addressed in this unit:
Employability Employability
Career Management Career Management
Assess personal skills and Engage in the personal career
achievements to date; identify planning process to investigate
areas of interest and set targets and reach decisions about post-
for self-improvement 14 options, recognising that
attitudes to work will change
over time and are influenced by
family and community values
Employability Employability
Career Management Enterprise and Entrepreneurship
Practise presentational and Identify and practise the skills
self-marketing skills and attributes which make one
enterprising
Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Listen actively and

What can I do? ... explore skills and qualities. Explore as a class the definitions of the terms skill and quality. Take suggestions
share opinions
from your learners and eventually lead them to the correct definitions. Qualities
generally describe a person, whereas skills can be learned. Then, encourage them
to identify examples of skills and qualities. They could use the internet to search for Communication –
these. Listen to and take
part in discussions,
Allow your learners to select and attempt a challenge from the set of cards in explanations,
Resource 1. The challenges involve varying levels of skill and draw on different role plays and
personal qualities (for example jog on the spot for 30 seconds, do a dance or tell a presentations
joke).
Communication –
After the activity, discuss the challenges with your learners. Were some more Contribute
difficult than others to complete? Why were they more difficult? Explore together comments, ask
whether skills can be taught/learned and whether your skills increase or decrease questions and
as you get older. respond to others’
points of view
Resource 1: Challenge Cards
Resource Sheet in this booklet
Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk
Skills tabs printed in orange are Thinking Skills and Personal Capabilities
Skills tabs printed in yellow are Cross Curricular Skills

4
What can I do? ... explore skills and qualities. Divide the class into small groups, and have your learners sort the situations
provided in Resource 2 into ‘Skills’ or ‘Qualities’ and discuss what the particular
skills and qualities are.
Then, ask the groups to stick their results into Resource 3 and compare and discuss
with the other groups.
Resource 2: Skills Or Qualities?
Resource 3: Record Sheet
Investigate with your learners the general skills they may already have and use on a
daily basis. For example, discuss the number of ways they communicate most days:
– Orally – face-to-face or telephone. Include how they automatically look for
feedback from the person/audience they are talking to;
– Writing – answering questions, emailing, texts, etc;
– Reading – environmental print, text messages, etc; and
– Listening – instructions, friends’ problems, etc.
Extend the discussion to identify more specific individual skills that they may have,
for example musical, artistic, athletic, etc. Finally, encourage all of your learners to
make positive comments about themselves and their skills.

Develop routines
What are my … develop confidence and Build on your previous discussions with your learners by exploring the skills and
of turn-taking,
self-belief. qualities they feel they have. Ask them to sort the skills and qualities cards in
special skills Resource 4 into three categories:
sharing and
and qualities? – those they have;
co-operating
– those they don’t have; and

Communication –
– those they are developing.
Communicate
information, ideas,
Then, use the PowerPoint to develop your learners’ understanding of the skills and
opinions, feelings
qualities they already have as well as how these skills are transferable.
and imaginings
using an expanding
Resource 4: Skills And Qualities Cards
vocabulary
PPoint: Your Skills Using ICT –

Create, develop,
You can make links to Using Mathematics by creating a Venn Diagram/bar chart of the present and publish
results of the class’ most common/shared skills and qualities. ideas and
information using
Help your learners to highlight four individual skills and four qualities they feel are a range of digital
most important to them. Use Resource 5 to record these. Some of your learners may media
need to draw simple pictures of the skills and qualities they possess or cut and stick
pictures from magazines.
Resource 5: My Skills And Qualities

6
You can make links to Using ICT and Communication by having your learners select one
What are my … develop confidence and
self-belief. of their strongest skills or qualities from Resource 5 and creating a short presentation
special skills for the rest of the class that explains why they feel this way. They could use PowerPoint,
and qualities? Clicker5 or Photo Story.
Refer to the online Education for Employability File (MLD) Section for more detailed
Key Stage 3 resources: www.nicurriculum.org.uk/inclusion_and_sen

Give and respond

How have my … develop an awareness of Discuss with your learners how their interests have changed over time and how
to feedback
change. some of their skills and qualities have developed. To help focus their thinking, ask
interests changed? them to recall interests, qualities and skills from certain periods of their lives (refer Communication –
to Resource 6 for suggested age ranges). Speak clearly and
structure talk so
Use their answers from Resource 4 and Resource 5 as sources for discussion and that ideas can be
to recall their current skills and qualities. Then, have them complete Resource 6 to understood by
record how their interests have changed over time. others
Resource 4: Skills And Qualities Cards Using

Mathematics –
Resource 5: My Skills And Qualities Read, interpret,
organise and
Resource 6: How Have My Interests Changed? present information
in mathematical
formats
Further suggestions
As an extension activity, have your learners create an individual timeline of their
changes in interests, skills and qualities. Alternatively, create a whole-class
timeline where you identify shared skill, quality or interest milestones and together
plot these on the timeline.
You could also use the internet, books and magazines to examine how famous
people’s interests, qualities and skills have changed over time. For example Posh
Spice’s interests changed from music to fashion to, most recently, acting – and
her skills have had to change accordingly. Likewise, Ant and Dec might be another
recognisable example, going from actors to musicians to presenters over the years.

8
Listen actively and

What would I like … explore personal aspirations. Together, explore possible future achievements/ambitions that your learners aspire
share opinions
to. Have them record these in Resource 7. Then, ask your learners to sort their
to be able to do? choices from most important to least important.
Communication –
Listen to and take
Next, ask your learners to share some of their ambitions. Explain to the class that
some aspirations can be extremely difficult to achieve, and use made up ambitions
explanations,
to illustrate your point. For example, becoming an astronaut or a David Beckham
role plays and
look-a-like could be very challenging. Next, discuss with your learners what they
presentations
would need to focus on to achieve their ambitions. Responses might include:
– enrolling in a course at an FE college;
Communication –
– taking a part-time job;
Contribute
– joining a sports club; and
comments, ask
– obtaining voluntary work.
questions and
respond to others’
Then, investigate what timescales would be appropriate to achieve one of their
points of view
ambitions.
Resource 7: My Ambitions
Encourage your learners to think about the skills and qualities they need to fulfil
one of their ambitions. Ask them to list in Resource 8 the steps they need to take to
reach that goal. Then, have them confirm their intent to achieve the goal by filling in
the contract in Resource 9.
Resource 8: Reaching A Goal
Resource 9: Personal Affirmation

Give and respond

What skills do … investigate the importance of Discuss together the concept of work. What is work? To consolidate the concept,
to feedback
the skills and qualities needed identify which of your learners have had part-time jobs. Allow some of them to give a
I need for the for work and adulthood, and short talk or presentation on their experiences, challenges and good times in these Listen actively and
future? make informed choices. jobs. respond to feedback
Next, in pairs or in groups, encourage your learners to reflect on the questions in Listen actively and
Resource 10. Then, have them feedback their responses to the rest of the class. share opinions
Highlight similarities and differences in your learners’ answers and the possible
reasons for their answers. Communication –
Contribute
Resource 10: What Is Work? comments, ask
questions and
Together discuss the skills and qualities people may need as they grow up and enter respond to others’
the world of work: points of view
– Skills: communication, teamwork, problem-solving, being enterprising, planning
and organising, using ICT, using maths, leadership skills, etc. Communication –
– Qualities: reliable, dependable, hardworking, independent, co-operative, Find, select and
enthusiastic, punctual, honest, responsible, trustworthy, fair, etc. use information
from a range of
Focusing particularly on communication, explore with your learners how we sources
communicate via telephone, in email, during meetings, when writing letters and Communication –
when dealing with complaints. Then, ask your learners to put together a portfolio or Use evidence from
e-folder of their current communication skills. A portfolio could be completed for texts to explain
other skills and qualities as well. opinions
Finally, explain to your learners that they will gradually develop these skills and
qualities and gain new ones.

10
Communication –
What skills do … investigate the importance of Allow your learners to complete Resources 11–14, and as a class use Resources
Listen to and take
the skills and qualities needed 15 and 16 to play the Who Am I? game, to allow them to explore the types of skills
I need for the for work and adulthood, and and qualities needed for particular jobs. Finish by asking them to consider which of
future? make informed choices. these job-related skills and qualities they have already.
explanations,
role-plays and
presentations
Resource 11: Shelf Filler
Resource 12: Dishwasher
Resource 13: Garden Centre Worker
Resource 14: Cleaner
Resource 15: Who Am I?
Resource 16: Occupation Picture & Charades Cards
Divide your learners into two teams. Cut out and give each of them an occupation
card from Resource 16. Taking turns, have each team act out the job on their card.
Ask their team to collectively decide what they think the job is. If they are correct,
give them a point. If they are incorrect, the other team gets a chance to guess and
win the point.
Conclude by asking your learners to list some of the skills and qualities needed for
particular jobs.

What skills do … investigate the importance of As a group, explore how most jobs can be divided into the following six groups:
the skills and qualities needed – working with people;
I need for the for work and adulthood, and – working with your hands;
future? make informed choices. – office work;
– work needing lots of study or scientific knowledge;
– work based on a natural skill; and
– working for yourself.
Either individually, in pairs or in groups, ask your learners to sort the jobs in
Resource 17 into the six groups.
Next, ask your learners to match the skills and qualities from Resource 4 that are
necessary for the particular occupations.
Resource 17: Job Matching
Provide your learners with copies of Resource 18 and discuss the different working
patterns needed for different jobs. How do they feel they would/could cope with the
different patterns? Then place them in partners and have them complete Resource
19 to consider the positive and negative aspects of the different patterns.
Resource 18: Working Patterns
Resource 19: Examining Working Patterns

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What skills do … investigate the importance of Give your learners the choice to either act out or discuss scenarios about negative
the skills and qualities needed qualities that people in the workplace may display. See Resource 20. Follow this, by
I need for the for work and adulthood, and discussing the effect these negativities may have on other people.
future? make informed choices.
Resource 20: Things To Remember When At Work
Further suggestions
As an extension activity, have your learners use clues to identify different places of
work in Resource 21 and to identify different occupations in Resource 22.
Resource 21: The Workplace
Resource 22: People Who Help Us

Communication –
What skills and … evaluate and appreciate their Explore with your learners what the term ‘work’ means at home. Discuss whether
Contribute
own and others’ work. the same skills and qualities that apply to external work also apply to the home
qualities do I need situation.
comments, ask
at home? questions and
respond to others’
Next, provide your learners with Resource 23 and ask them to record the different
points of view
jobs that members of their families do to help at home. Then, create a Venn
Diagram/bar chart to identify the spread and number of jobs around particular
Using
family members. Look closely at the findings to see if some family members carry
Mathematics –
out more work in the home than others:
Read, interpret,
– Who has the most to do?
organise and
– What particular jobs do certain family members carry out?
present information
– From the results, who does the outside work, such as gardening?
in mathematical
– What jobs do the children tend to do?
formats
Finally, display the diagram or bar chart in the classroom, and have your learners
either discuss or write a short piece of text on the possible reasons for the results.
Resource 23: Jobs At Home
Further suggestions
As an extension activity, your learners could use Resource 4 to identify what skills
and qualities each family member needs for their jobs in the home.
Using the internet, your learners could research how jobs in the home have changed
over time. They could interview and record parents/grandparents on how they think
jobs in the home have changed.

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Take personal
What job suits me? … consider a range of career Using the cards in Resource 16, have your learners sort and classify the jobs into
responsibility for
options. these three headings:
work with others
– those they would like to do;
and evaluate own
– those they are unsure about; and
contribution to
– those they would definitely not like to do.
the group
Help them to identify their preferred sectors of employment by working through Communication –
Resource 24. Then, have them use Resource 4 to identify and match the skills and Use a range of texts
qualities they feel would be necessary for each occupation shown in Resource 16. for information,
Next, ask your learners to assess whether the skills and qualities they previously ideas and
recorded as possessing in Resource 5 match the skills and qualities they need for enjoyment
the occupations they would like to do.
Communication –
Have your learners complete Resources 25 to consolidate learning. Then, encourage
Communicate
them to identify what skills and qualities they feel they need to acquire for their
information, ideas,
selection of preferred jobs.
opinions, feelings
and imaginings,
Finally, discuss together how to go about acquiring these necessary skills and
using an expanding
qualities (for example gain qualifications at school, enrol on an evening course or
vocabulary
voluntary work). List the ideas on the white board.
Resource 24: Would I Like To Work Here?
Resource 5: My Skills And Qualities
Resource 25: Possible And Unlikely Career Choices

Resources
16
Challenge Cards (1 of 3) Resource 1
Select and try to complete one of the following challenges.
Count to 10. Tell a joke. Make an animal noise. Sing a song for the class.
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
Stand on one leg Count backwards Draw a picture of your

for 30 seconds. Bounce a ball 10 times. from 20. teacher in 30 seconds.

Talk for 30 seconds about a

Don’t blink for Balance a book on your
television programme or a
film you have seen. Do a dance. 30 seconds. head for 30 seconds.
Say the days of the week Make a noise like Don’t speak or smile Make a funny face at the
in the correct sequence. a baby crying. for 30 seconds. rest of the class.

18
Turn over this card and

repeat these letters in
the correct order:
Jog on the spot for Talk for 30 seconds about Balance a ruler on one DBYSW
30 seconds. a game you like playing. finger for 30 seconds.
Use one hand to catch Repeat the words of a

a small ball thrown by Say the first names of nursery rhyme from Touch your toes three
the teacher. everybody in your class. beginning to end. times in 15 seconds.

Skills Or Qualities? (1 of 2) Resource 2
I can score a penalty I can read aloud at I am helpful to

I can play golf well. at a football match. a church. my friends.
I tell the truth

when I have done I can get ready for I am generous. I am patient. I wait for
something wrong. school on my own. I share sweets. friends who are late.

20
Skills Or Qualities? (2 of 2) Resource 2
I am friendly. I let others

join in a game even if I can play a musical
they’re not my friend. I write neatly. I can cook a meal. instrument.
I am confident. I can
speak in front of people I am responsible. I keep
I can ride a bike. I can win a sprint race. during assembly. my bedroom tidy.

Record Sheet (1 of 2) Resource 3
Skills

22
Record Sheet (2 of 2) Resource 3
Qualities

Skills And Qualities Cards (1 of 10) Resource 4
Sort the cards into skills you have, ones you don’t have and ones you’re developing.
Skill Card Skill Card Skill Card Skill Card
I can… I can… I can… I can…
read signs follow give

write neatly
and labels instructions directions
speak to use the

use ICT explain ideas
new people telephone

24
count listen to think of

work alone
accurately others new ideas
find information use a calculator read maps make speeches

plan how
tell the time ask for help organise others
to do tasks
word process ask questions solve problems make decisions

26
work get on well

work with others get up on time
unsupervised with people
cope with complete tasks

lead a group think quickly
emergencies on time

read and
mend and co-operate
work safely understand
fix things with others
instructions
design and speak another

manage money give advice
make things language

28
Sort the cards into qualities you have, ones you don’t have and ones you’re developing.
Quality Card Quality Card Quality Card Quality Card
I am… I am… I am… I am…
patient confident practical hardworking
honest energetic sociable outgoing

observant careful responsible logical
creative enthusiastic co-operative helpful to others

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responsibile realistic calm assertive
accurate curious resilient strong

funny motivated musical artistic
mechanical persuasive organised tidy

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adaptable tolerant considerate sensitive
Quality Card Quality Card
I am… I am…
polite punctual

My Skills And Qualities (1 of 2) Resource 5
My name is ………………………………………………………………………………………………………………… . I can do many things and I have many good qualities.
Skills Qualities
I can… I am…
I can… I am…
I can… I am…
I can… I am…

34
My Skills And Qualities (2 of 2) Resource 5
My name is ………………………………………………………………………………………………………………… . I can do many things and I have many good qualities.
Skills Qualities
I can… I am…
I can… I am…
I can… I am…
I can… I am…

How Have My Interests Changed? Resource 6
Are your interests now the same as when you were younger? Are there things you are able to do now that you could not
when you were smaller? Use the table below to write down how your interests and skills have changed over the years.
0-5 years 5-10 years 10-13 years 15+ years
Age
An Interest/
Skill Then
The Interest/
Skill Now
(Has it changed, grown,
been outgrown?)

36
My Ambitions Resource 7
Think about achievements and abilities that you’d like to have in the future. Then, record these in the bubbles below using
words, drawings or photos.
Now rank these ambitions in order of importance.
Most Important
1. ........................................................................................... 2. . ............................................................................................. 3. . .....................................................................................................
4. ........................................................................................... 5. . ............................................................................................. 6. . .....................................................................................................

Least Important

Reaching A Goal Resource 8
My Goal…
My starting point…

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Personal Affirmation Resource 9
y Pe rsonal Affirmation
M
I,............................................................................................................................................................................
hope that I will be able to:
...............................................................................................................................................................................
...............................................................................................................................................................................
The skills I will need to improve include:.........................................................................

...............................................................................................................................................................................
The qualities that I will have to develop further are:..............................................

...............................................................................................................................................................................
Signed:......................................................................................Date:.........................................................

What Is Work? Resource 10
Work means different things to different people. Think about and discuss the following questions.
Can we earn a living

Why do we have
if we don’t have a What is a job?
to work?
job?
Can we be happy if Is being a pupil at Is playing

we don’t work? school work? sport work?
Can we be happy if Does enjoying your

What is a career?
we don’t have a job? job matter?
Do we work at If you didn’t have

Is being a
our hobbies and to work – would
volunteer work?
interests? you still want to?
Is being a ‘star’ Is being a

Can work be fun?
work? criminal work?
Do we have to get Is being a

What is a vocation?
paid for work? parent work?

40
Shelf Filler Resource 11
A shelf filler works in a shop. He or she puts goods on shelves. It is very important to place the goods neatly. Labels must
face forwards so that customers can read them. Shelf fillers also wash shelves. Sometimes customers might ask questions.
It is important for the shelf filler to be polite and helpful.
Answer these questions:
Where does the shelf filler work?.........................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
What does the shelf filler do?................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
What skills does a shelf filler need?.....................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
What qualities does a shelf filler need?................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................

Dishwasher Resource 12
A dishwasher works in a kitchen. A dishwasher washes and dries dishes, knives, forks, spoons, cups, pots, pans and glasses.
A dishwasher must follow instructions from the kitchen supervisor. The supervisor explains how the dishes should be
washed and dried properly. A dishwasher may also put away dishes after they have been dried. A dishwasher’s job is very
important, as people use these dishes for eating and drinking.
Where does a dishwasher work? . ........................................................................................................................
...............................................................................................................................................................................
What does a dishwasher do?.................................................................................................................................
...............................................................................................................................................................................
Who might give the dishwasher instructions?......................................................................................................
...............................................................................................................................................................................
Why is a dishwasher’s job important?...................................................................................................................
...............................................................................................................................................................................
What skills does a dishwasher need?...................................................................................................................
...............................................................................................................................................................................
What qualities does a dishwasher need?..............................................................................................................
...............................................................................................................................................................................

42
Garden Centre Worker Resource 13
A garden centre worker works at a garden centre. His or her jobs might be to plant seeds, plant flowers and water plants. A
garden centre worker works outside in all types of weather. Sometimes the worker is asked to carry plants to a customer’s
car. It is very important for the worker to be polite and helpful.
Where does the garden centre worker work?.......................................................................................................
...............................................................................................................................................................................
What types of jobs are done in a garden centre?..................................................................................................
...............................................................................................................................................................................
What kind of weather does the worker work in?..................................................................................................
...............................................................................................................................................................................
What might the worker carry to a customer’s car?..............................................................................................
...............................................................................................................................................................................
What skills does a garden centre worker need?...................................................................................................
...............................................................................................................................................................................
What qualities does a garden centre worker need?.............................................................................................
...............................................................................................................................................................................

Cleaner Resource 14
A cleaner works in a building. Their main job is to keep a building clean and tidy. The cleaner might sweep floors, empty
bins, clean windows and wash tables. A cleaner might listen carefully to instructions and work hard to keep an area clean.
Where does a cleaner work?.................................................................................................................................
...............................................................................................................................................................................
What is the main job of a cleaner?........................................................................................................................
...............................................................................................................................................................................
What might a cleaner do?......................................................................................................................................
...............................................................................................................................................................................
What might a cleaner use?....................................................................................................................................
...............................................................................................................................................................................
What skills does a cleaner need?..........................................................................................................................
...............................................................................................................................................................................
What qualities does a cleaner need?....................................................................................................................
...............................................................................................................................................................................

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Who Am I? Resource 15
Read the following clues one at a time to your class. Learners (either in groups or individually) should try to identify the
correct occupation in the least number of clues. Provide them with the first sheet of picture cards in Resource 16 if you feel
this is necessary or helpful. After each occupation is discovered, discuss with your class what skills and qualities would be
needed for that job.
Who am I? Who am I? Who am I? Who am I?

1. I wear a waterproof outfit. 1. I work with clients. 1. I work in a shop. 1. I wear black and white clothes.
2. I work with children. 2. People make appointments to 2. I scan things. 2. I talk to customers.
3. You will see me beside a road. see me. 3. I pack things in bags. 3. I write things in a notebook.
4. I hold a large stick shaped like 3. I use a special chair. 4. I speak to customers. 4. I work in a place with a lot of
a lollipop. 4. I use scissors. 5. I take money. tables.
5. I help people cross the road. 5. I cut hair. 5. I deal with food.
Answer: Lollipop man/woman Answer: Hairdresser Answer: Checkout operator Answer: Waitress/Waiter
Who am I? Who am I? Who am I? Who am I?

1. I wear a uniform. 1. I wear my own clothes. 1. I wear overalls. 1. I work outside.
2. I am based in a station. 2. I talk a lot. 2. I work in people’s houses. 2. I am strong.
3. I travel in a red vehicle. 3. Sometimes I shout. 3. I change the colour of things. 3. I use a trowel.
4. I use a hose. 4. I work in a room. 4. Sometimes I use a roller. 4. I build things.
5. I put out fires. 5. I work with pupils. 5. Sometimes I use a paintbrush. 5. I work with bricks.
Answer: Firefighter Answer: Teacher Answer: Painter Answer: Bricklayer

Occupation Picture & Charades Cards (1 of 2) Resource 16
Who Am I? game
Provide a copy of this first sheet of pictures to any learners who you feel would find them helpful.
Occupation Charades
Copy and cut out the cards below. Provide half to each team and have the teams act out the occupation using charades.
Continue until all of the cards have been acted out.
Lollipop Man/Woman Hairdresser Checkout Operator Teacher Painter Waiter/Waitress
Professional
Firefighter Bricklayer Chef Market Seller Window Cleaner Football Player

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Occupation Picture & Charades Cards (2 of 2) Resource 16
Secretary/
Farmer Child Minder Receptionist Bank Clerk Vet Dentist
Bouncer/ Club
Doctor Pop Star Joiner Artist Doorman Bus Driver

Job Matching Resource 17
Look at the list of jobs and sort them into the six categories below. Some jobs may belong in more than one category.
One has been done for you as an example.
Working with Work needing Work based on a

Working with people Office work Working for yourself
your hands a lot of study natural skill
Firefighter Firefighter
Hairdresser Joiner Window Cleaner Painter and Decorator

Call Centre Worker Footballer Child Minder Farmer

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Working Patterns Resource 18
Shift work
Zero Hours
Seasonal This means you may
This means you will be on call in the place where you work at different times
This means you work, but there might not be work for you to do. You
are in a job for each day or each week.
only get paid when you work.
a ‘season’ (for
example picking
fruit or working
as a Santa in
Permanent
a shopping This job lasts until the employer or the employee ends it
centre). for different reasons: Employee - for promotion or moving.
Employer – because you did not perform well enough or

because of redundancy.
Temporary
Contracted Short Term
This is a job that will only
This means you are This means the maximum amount last for a certain period of
employed to do a certain of time you will be employed to do time. At the start of the job
job for a particular time you often don’t know how
for a fixed payment rate. a job (for example a builder).
long it will last.

Examining Working Patterns Resource 19
Work with a partner. Make a list of some of the good things and some of the not so good things about each of the different
working patterns.
Think about the effects on: your free time, your spending money, your lifestyle or your family life.
Way of working (contract) Good things Not so good things
Short Term
Shift Work
Permanent
Temporary
Zero Hours
Seasonal
Contracted

50
Things To Remember When At Work (1 of 2) Resource 20
Act out or discuss together the scenarios below. Is this how people should behave in the workplace?
How would this behaviour affect others?
Do you think an employer would think that What do you think this girl is doing wrong? What is the person in the picture doing
this person was dressed and behaving that is dangerous?
appropriately? What would you need to remember when
What would you do if you saw someone
you go out to work?
What do you need to remember when you doing something dangerous in the
get dressed for work? workplace?
What other appropriate behaviour would

this person need to think about?

Things To Remember When At Work (2 of 2) Resource 20
Act out or discuss together the scenarios below. Is this how people should behave in the workplace?
How would this behaviour affect others?
What do you think is wrong with the man in What do you think is happening in this What do you think is happening in this
this picture? picture? picture?
What do you need to remember to do What would you do if you saw something
What do you think you should do if you saw
during the week days when you are like spilled water that could be dangerous?
this happening in the workplace?
working?

52
The Workplace Resource 21
Identify a place where…
…customers can buy a birthday card
…people can buy postage stamps and post letters
…cars are serviced

…you can buy clothes that you would like to wear
…old people are cared for
…children under five years old can play safely together
…you can have your teeth checked
…you can deposit or withdraw money
…you can buy a new carpet
…everyone wears a uniform

People Who Help Us Resource 22
Try to identify the following jobs by filling in the blanks. There are some clues to help you.
Someone who can help you if you have a water leak in your
p _ _ mbe _ house.
n _ rs _ Someone who cares for you if you are sick in hospital.
p _ li _ e o _ _ icer Someone who can help if you have been a victim of crime.
If your pet was ill or needed injections, you would bring them to
v__ see this person.
b _ _ k manag _ _ This person allows you to open a new bank account.

f _ r _ f _ ghte _ This person comes to help if your house catches on fire.
po _ tm _ n Someone who delivers letters and parcels to your house.
est _ t _ agen _ This person will help you sell or buy a new house.
m _ lkm _ n Someone who delivers milk to your door every morning.
jo _ ner A person who can fix or fit things made of wood in your house.
e _ ectr _ cian Someone who can fix or fit lights in your home.

54
Jobs At Home Resource 23
To run a home well, all family members need to help out. Below, put the names of your family members in each box and list
the jobs they each do in your home. Use the back of the sheet if you need more space to list your family members.
Name:
Jobs:
Name: Name:
Jobs: Jobs:
Name: Name:
Jobs: Jobs:

Would I Like To Work Here? (1 of 3) Resource 24
Fill in the name of the business and gave it a score depending on how much you would like to work there.
SCORE
Work Place Name of Business 2 for definitely 1 for maybe 0 for no
A place where:
customers can buy birthday cards.
people can buy postage stamps. Post Office
cars are serviced.
you can make a will.
you can buy clothes.
old people are cared for.
children under five can play safely together.
you can have your teeth checked.

56
SCORE
A place where:
you can deposit/withdraw money.
more than 100 people work.
you could buy a new carpet.
everyone wears a uniform.
an assembly line produces goods.
people are helped if they are ill.
young people learn.
there are typists.
you can buy a television.

SCORE
A place where:
you can buy wallpaper.
you can see a film.
you can have a meal.
you can buy plants and shrubs.
you can borrow books.
people have their hair cut.
pets are taken for treatment.
you can book a holiday.
you can buy a house.

58
Possible And Unlikely Career Choices Resource 25
Fill in the table with ten careers you would like and ten you would dislike.
Name:.............................................................................................................................................
Possible Career Choice Unlikely Career Choice
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.

Employ Ability - It Is Up To Me

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Nothing Ever Stays the Same:

Nora O Baoil, Fleming Fulton School, Belfast (Editor)

A CCEA Publication ©2009

Cover Photograph: Jupiter Images

Thinking Skills and Personal Capabilities: Working with Others

1 Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Statements of Minimum Requirement

Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Listen actively and

Resource Sheet in this booklet

Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk

Skills tabs printed in yellow are Cross Curricular Skills

3 Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Resource 2: Skills Or Qualities?

Resource 3: Record Sheet

Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

– those they don’t have; and

PPoint: Your Skills Using ICT –

Resource 5: My Skills And Qualities

5 Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Give and respond

Resource 4: Skills And Qualities Cards Using

7 Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Listen actively and

Resource 8: Reaching A Goal

Resource 9: Personal Affirmation

Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Give and respond

9 Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Resource 12: Dishwasher

Resource 13: Garden Centre Worker

Resource 14: Cleaner

Resource 15: Who Am I?

Resource 16: Occupation Picture & Charades Cards

Resource 16: Occupation Picture & Charades Cards

Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Resource 17: Job Matching

Resource 4: Skills And Qualities Cards

Resource 18: Working Patterns

Resource 19: Examining Working Patterns

11 Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Resource 21: The Workplace

Resource 22: People Who Help Us

Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Resource 23: Jobs At Home

13 Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Resource 16: Occupation Picture & Charades Cards

Resource 24: Would I Like To Work Here?

Resource 4: Skills And Qualities Cards

Resource 5: My Skills And Qualities

Resource 25: Possible And Unlikely Career Choices

Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Challenge Cards (1 of 3) Resource 1

Select and try to complete one of the following challenges.

Stand on one leg Count backwards Draw a picture of your

Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Talk for 30 seconds about a

17 Nothing Ever Stays the Same Thematic Unit Employability: It’s Up to Me

Challenge Cards (3 of 3) Resource 1

Turn over this card and

Use one hand to catch Repeat the words of a