Exploring Career Paths

National Curriculum Links

• PSHE Association Programme of Study (Key Stage 3, Careers and Employability)
• National Curriculum for England, PSHE Education – Careers Education focus: developing skills for future employability, understanding of qualifications, and personal career planning.

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Learning Objectives

By the end of this 40-minute lesson, students will be able to:

• PS3.08: Outline the basic requirements of a chosen career using subheadings: qualifications, training, skills and experience.
• PS3.09: Produce a simple personal careers action plan including targets, action points and review dates.

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Resources Needed

• Whiteboard and markers
• Sticky notes or small cards
• Student personal journals/workbooks
• Laptops/tablets (optional for digital presentations)
• Printed templates for Career Action Plan (optional)

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Lesson Outline

Starter – 8 Minutes

1. Recap and Brainstorm:
   • Begin by asking students to recall previous lessons on careers and employability skills.
   • On sticky notes or cards, each student writes down one or two job ideas they remember or are interested in.
   • Collect and stick all suggestions visibly around the room.
   • Invite students to review the wall of ideas and quickly decide:
     • Which job are they most keen on?
     • Which job do they think suits their personality and skills best?
   • Students record their chosen job quietly in their journals.

Rationale: This activity builds on prior knowledge, engages all students, and generates curiosity about real-world careers.

Main Teaching and Learning Activities – 25 Minutes

Step 1: Introduce Key Subheadings – 5 Minutes

• Write on the board: Qualifications | Training | Skills and Experience
• Explain these are the essential aspects that employers look for and students need to understand when exploring their future careers.

Step 2: Interactive Discussion of Examples – 10 Minutes

• As a class, examine 4-5 jobs from the brainstorm wall (e.g. nurse, software developer, chef, teacher, engineer).
• For each, discuss:
  • What qualifications (GCSEs, A-levels, diplomas, degrees) might be essential?
  • What training might be required (apprenticeships, university, on-the-job training)?
  • What skills or experience would make a candidate the best fit (communication, teamwork, specific technical skills, volunteering)?
• Use probing questions to encourage thinking:
  • "Why do you think a nurse needs specific qualifications?"
  • "How might an apprenticeship help a chef?"
• Supplement with your own examples to broaden understanding (e.g. firefighter requires physical fitness training).
• Note keywords from student contributions on the board around the subheadings.

Step 3: Career Action Plan Task – 10 Minutes

• Task Brief: Students will create a simple personal Career Action Plan focused on their chosen career.
• Explain the components:
  • Targets: What do I aim to achieve? (e.g., learn specific subjects, improve skills)
  • Action Points: Steps I will take to meet targets (e.g., attend a club, shadow a professional)
  • Review Dates: When will I check my progress?
• Medium: Students choose how to present their plans: poster, PowerPoint slide, storyboard, flowchart or a short video (using a mobile device).
• Circulate to support and prompt ambitious, specific goals appropriate for Year 8 students. Encourage linking targets with the qualifications, training and skills discussed earlier.

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Plenary – 7 Minutes

• Invite students to share their plans in small groups or with the whole class if confident.
• Conduct a reflective discussion with questions such as:
  • "What did you find most challenging about making your plan?"
  • "How do your targets help you get closer to your dream job?"
• Highlight how realistic action planning helps with motivation and future success.
• Encourage students to refine their plans outside class for future review.

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Assessment Opportunities

• Formative: Contributions during discussion to assess understanding of qualifications, training, skills and experiences.
• Summative: Evaluate the Career Action Plans for clarity and relevance of targets, practical action points, and sensible review dates reflecting understanding of the career requirements.

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Differentiation

• Support: Provide structured Career Action Plan templates and example action points.
• Extension: Challenge more able students to research additional qualifications or training routes for their career outside class time and include these in their plan.

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SMSC / Cultural Capital

• Highlight diversity in careers and how different people may follow varied paths to reach the same role.
• Discuss the value of transferable skills such as communication, resilience and teamwork across all jobs.
• Encourage reflection on personal strengths and ambitions to build self-awareness and confidence.

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Reflection for Teacher

• Which jobs sparked the most engagement?
• Did students manage realistic planning within time?
• Consider introducing guest speakers or virtual visits from local professionals to deepen understanding in future lessons.

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This lesson plan empowers Year 8 students to make informed decisions about their futures, aligned tightly with the National Curriculum expectations for PSHE education on careers and employability. The activities combine creativity, discussion, and self-reflection to inspire purposeful career thinking.