Problem-Solving Procedures

Overview

Unit: Workplace Problem Solving (Lesson 4 of 8)
Duration: 60 minutes
Class Size: 12 students
Level: Entry Level 3 (Post 16-25 SEND Employability and Life Skills)
Curriculum Focus: National Curriculum England – Employability Skills and Personal Development (Key skills development, problem solving, and communication in the workplace)

Learning Objectives (WALT)

We Are Learning To:

Understand and describe a structured approach to workplace problem-solving.
Recognise different problem-solving procedures and steps to assess and address workplace issues.
Practise applying simple problem-solving procedures to realistic workplace scenarios.

National Curriculum England alignment:

Developing personal and employability skills (Cross-curricular skills and attributes)
Functional Skills Speaking, Listening and Communication (Entry Level 3: Expressing and understanding simple procedures and information)
Personal, Social, Health and Economic education (PSHE) - solving problems in real-life contexts

Success Criteria

I can identify the steps involved in a structured problem-solving procedure.
I can explain why it is important to follow procedures when solving workplace problems.
I can work with others to apply a simple problem-solving process to a workplace issue.
I can reflect on how following steps helped me find a solution.

Resources Needed

Whiteboard and markers
Printed visual cue cards illustrating problem-solving steps (e.g., Identify, Analyse, Plan, Act, Review)
Simple workplace scenarios cards (printed)
Worksheets for step recording
Video clip (3-4 minutes) demonstrating workplace problem-solving procedure
Timer or stopwatch
Visual prompts / sentence starters for learners with literacy challenges

Lesson Structure

Introduction (10 minutes)

Welcome and Recap:
- Brief recap of previous lessons in the unit focusing on identifying problems at work.
- Introduce today’s learning aims using clear WALT and Success Criteria.
Engage:
- Show a short video clip demonstrating a worker dealing with a workplace problem following clear steps.
- Interactive Q&A to check understanding: “What did the worker do first? Next?”

Main Activities (40 minutes)

Activity 1: Understanding Problem-Solving Procedures (15 minutes)

Present the five-step problem-solving procedure using large visual cue cards:
1. Identify the problem
2. Analyse the cause
3. Plan a solution
4. Act on the plan
5. Review the outcome
Teacher models each step with a simple workplace example (e.g., photocopier jammed).
Students repeat the steps aloud, supported by sentence starters on the board:
- “The problem is…”
- “I think the cause is…”
- “I will try to…”
- “I did this…”
- “The result was…”

Activity 2: Group Problem-Solving Practice (20 minutes)

Divide class into 3 groups of 4 learners.
Each group receives a different realistic workplace scenario card (e.g., missing delivery, broken equipment, scheduling conflict).
Groups use worksheet to go through the five steps as a team.
Teacher and teaching assistant circulate, prompting and scaffolding as needed.
Each group shares their solution and reflects briefly on how the steps helped them.

Activity 3: Personal Reflection and Discussion (5 minutes)

Individual learners complete a simple sentence completion task:
- “Today I learned that solving problems is easier when I…”
- “Next time I face a problem at work, I will…”
Volunteers share thoughts aloud, reinforcing communication skills.

Differentiation Strategies

Learner Need	Adaptation/Support
Learners with communication or literacy challenges	Use of visual cue cards, simplified language, sentence starters, paired work for support.
Learners needing more time	Extended time on group task, breaking down worksheet sections further.
Learners with physical or cognitive disabilities	Provide one-to-one support, allow alternative ways to record ideas (oral, pictorial).
Learners with attention difficulties	Frequent check-ins, short focused tasks, use of timer to maintain pace.

Extension Activities for Advanced Learners

Challenge learners to create their own workplace scenario and write a step-by-step problem-solving procedure for the class to solve.
Introduce the concept of evaluating multiple possible solutions and choosing the best alternative.
Role-play tricky interpersonal problems at work requiring negotiation skills and compromise.

Assessment for Learning

Observation of group discussions and completed worksheets to assess understanding of steps.
Questioning during plenary to check recall and reflection.
Informal verbal feedback to learners during activities.
Self-assessment through personal reflection sentences.

Summary and Plenary (5 minutes)

Review the WALT and success criteria with the class using a traffic-light system (red, amber, green) for confidence.
Reinforce importance of using a problem-solving procedure in workplace settings to stay organised and effective.
Preview next lesson focus: “Communication Skills in Problem Solving.”

Teacher Reflection Notes (post-lesson)

Evaluate which steps learners found most challenging.
Reflect on group dynamics and engagement level.
Plan may include more scaffolding or additional visual supports if needed.

This lesson plan integrates National Curriculum expectations for developing key employability and personal skills at Entry Level 3, including functional communication, problem solving, and teamwork. It balances theory with practical group work and reflection, designed specifically to meet the needs of post-16 SEND learners preparing for independent working life.