Identifying Workplace Location

Lesson Overview

Unit: Workplace Learning Journey
Lesson Number: 2 of 15
Duration: 60 minutes
Class Size: 14 students
Level: Entry Level 3 (typically ages 16+)
Subject Area: Other – Workplace Skills / Employability
UK National Curriculum Alignment:

• English, Speaking, Listening and Communication skills (Key Stage 4/Entry Level) – Developing clear and coherent spoken communications.
• PSHE and Citizenship (Personal, Social, Health and Economic education) – Understanding roles and responsibilities in workplace environments.
• Functional Skills English (Entry 3) – Reading and writing for practical purposes in the workplace.

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Learning Objectives

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

1. Identify and verbally describe their workplace location, including the full address. (National Curriculum: English - Speaking and Listening)
2. Recognise and list key features of their workplace environment (e.g., layout, department locations, facilities). (National Curriculum: PSHE – Work-related learning)
3. Complete a structured worksheet accurately with workplace address and features, demonstrating basic writing and reading skills. (National Curriculum: Functional Skills English Entry 3 – Writing for a purpose)

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Success Criteria

• Students can confidently say or write their workplace address without prompting.
• Students list at least three key features or departments in their workplace.
• Worksheets are completed with support as needed, demonstrating correct spelling of address components and clear handwriting.
• Students can orally share one key feature of their workplace in pairs or small groups.

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Resources Needed

• Copies of “My Workplace Details” worksheet (includes sections for address, workplace map sketch, and features checklist)
• Large printed map or floor plan of a sample workplace (can be generic or based on actual workplace used by majority of students)
• Whiteboard and markers
• Name and address flashcards for key workplace terms (e.g., reception, canteen, manager’s office)
• Stationery: pens, pencils, coloured pencils
• Optional: Tablet or laptop with simple map apps for demonstration (if available)

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Lesson Structure

1. Starter Activity (10 minutes)

• Engage & Activate Prior Knowledge:
  Begin with a group discussion: “Where do you work or have worked?” Write workplace names on the board.
• Use visual prompts (flashcards showing workplace features like “Reception,” “Break room,” “Office,” “Factory floor”) to elicit student responses and trigger vocabulary recognition.
• Quick oral activity: Students say their workplace address line by line with teacher modelling correct pronunciation and spelling of postcode, street names, etc.

National Curriculum Link:

• English – Speaking and Listening: Participate in discussions using appropriate vocabulary and pronunciation.

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2. Introduction to Main Task (10 minutes)

• Distribute “My Workplace Details” worksheet.
• Together, read through the worksheet sections aloud, clarifying unknown words or phrases.
• Demonstrate how to fill in the address, pointing out each component (building number/name, street, town/city, postcode).
• Show the large workplace map/floor plan, explaining how to identify key features around the workplace.

National Curriculum Link:

• Functional Skills English (Entry 3) – Reading and Understanding.
• PSHE – Workplace awareness.

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3. Guided Practice: Completing the Worksheet (15 minutes)

• Students begin filling in their own workplace address and features on the worksheet.
• Teacher and support staff circulate to assist with spelling, comprehension, and handwriting.
• Encourage use of classroom resources (flashcards, map) to support vocabulary and spatial understanding.
• For students unfamiliar with their workplace, allow photo or video prompts from the teacher or support staff to enhance understanding.

Differentiation:

• Provide phonics or spelling prompts for those needing extra support.
• Challenge more able students to add one additional feature or direction to their map sketch.

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4. Pair Sharing and Speaking Practice (15 minutes)

• In pairs, students read out their workplace address and share one or two key workplace features they have written.
• Encourage peer feedback and teacher support to correct pronunciation and provide positive reinforcement.
• Optionally, pairs can role-play guiding a visitor to their workplace using the worksheet details.

National Curriculum Link:

• English – Speaking and Listening: Present information clearly and effectively to peers.
• PSHE – Communication in workplace settings.

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5. Plenary and Assessment (10 minutes)

• Recap key learning points: What makes up a workplace address? Why is it important to know the key features of your workplace?
• Collect worksheets to assess the accuracy and completeness of address details and workplace features:
  • Check correct format of address (including postcode).
  • Check for at least three key features listed.
• Ask a few volunteers to read their address aloud to the class.
• Provide verbal and written feedback.

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Assessment

Formative assessment throughout:

• Observation during pair activity and group discussion.
• Worksheet accuracy as a summative check of learning objectives.
• Oral presentations for speaking and listening skills.

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Reflection and Next Steps

• Note any common address or vocabulary difficulties to focus on in following lessons.
• Use student worksheets to inform personalised literacy support.
• Next lesson to build on this by introducing workplace health and safety locations and signs.

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Additional Ideas to Wow Teachers

• Use augmented reality (AR) apps or Google Maps to virtually explore workplace locations if possible for visual and kinaesthetic learners.
• Integrate digital accessibility tools – text-to-speech for worksheet instructions or digital forms for writing practice.
• Introduce a tactile “workplace map puzzle” where students physically assemble the features of their workplace for hands-on spatial learning.

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This detailed, curriculum-aligned plan ensures students develop essential employability skills focusing on workplace orientation, supporting both literacy and communication in realistic contexts.