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.

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.

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)

Lesson Outline

Starter – 8 Minutes

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.

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.

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.

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.

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.

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.

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.