Getting More Workplace

Objective

WALT: We Are Learning To understand how to get more from our workplace by improving communication, time management, and asking for help when needed.

National Curriculum Link

This lesson aligns with the Personal Development and Employability frameworks under the Post-16 SEND Life Skills and Employability Skills guidance within the National Curriculum (England). Specifically, it meets the following:

PSE Skills and Learning Objective: Develop effective communication and self-advocacy skills in the workplace.
Employability Skills: Understand and apply strategies for improving workplace engagement and performance.
Functional Skills (English and Personal, Social, Health and Economic education): Communicate clearly, manage time effectively, and confidently seek assistance.

Duration

2 minutes

Group

Class of 8 students, aged 16-25 SEND learners with diverse needs

Success Criteria

I can identify at least one way to communicate better at work.
I can explain why asking for help is important.
I can list one way to manage my time better during work.

Resources

Visual prompt cards showing communication, a clock, and a helping hand
Simple worksheet with images and keywords (optional depending on learner needs)
Whiteboard and marker

Lesson Plan Breakdown

0:00 - 0:30 | Starter - Engaging Dialogue

Activity: Teacher greets students and asks, “How do you think you can get more from your work?”
Use visual prompt cards to help students understand the question if needed.
Encourage simple one-word or short-sentence responses.

0:30 - 1:20 | Main Activity - Key Tips on Workplace Success

Teacher introduces 3 simple tips:
1. Talk clearly and ask questions if you don’t understand.
2. Watch the clock to use your time wisely.
3. Ask for help when you need it.
Use visual prompts alongside each tip to aid comprehension.
Model simple sentences such as “I ask if I need help” or “I use my time well.”
Invite 1-2 students to repeat the tips aloud or demonstrate how they might ask for help.

1:20 - 2:00 | Review and Reflect

Quick recap using the “WALT” and success criteria.
Students give a thumbs-up or thumbs-down for each success criterion (e.g. “I can talk clearly” = thumbs-up if confident).
Teacher praises effort, validates responses.

Differentiation

For learners with communication difficulties: Use picture cards and allow single-word answers or gestures.
For learners with memory or processing challenges: Repeat instructions slowly and provide simplified sentence stems for responses (e.g., “I ask...”).
For learners with sensory needs: Minimise background noise and incorporate visual cues.

Extension Activities

Create a simple role-play where students practice asking for help or telling a supervisor about a problem.
Introduce a visual time chart for students to plan short work periods and breaks.

This highly visual and interactive micro-lesson respects the very short duration but targets key skills from the National Curriculum for SEND learners, promoting independence and confidence in the workplace through practical strategies.