Reflecting on Problem-Solving

Context and Overview

This is Lesson 8 of 8 in the unit "Workplace Problem Solving" for Entry Level 3 learners aged 16-25 with SEND, focusing on employability and life skills. The lesson supports learners to consolidate their understanding of problem-solving skills in the workplace and how to apply them confidently in real-world contexts.

This lesson plan closely aligns with the National Curriculum for England, focusing particularly on developing functional skills and personal, social, health and economic education (PSHE), underpinning employability and independence. It reflects the framework’s emphasis on reflection, communication, and real-world skills for post-16 SEND learners.

Learning Objectives (WALT)

WALT reflect on different workplace problems and how we solved them.
WALT share our experiences and ideas with others.
WALT think about how we can use problem-solving skills outside the classroom.

Success Criteria

Students can:

Describe at least two workplace problems we've worked on in this unit.
Explain at least one strategy they used to solve a problem.
Participate in group discussion by listening and sharing ideas clearly.
Suggest ways to apply problem-solving skills in real life or future work.

Curriculum Links

National Curriculum for England - Key elements applied:

PSHE Education (working towards Entry Level 3): Developing self-awareness, managing feelings and behaviour, and working with others (Social and Emotional Skills).
Functional Skills English (Speaking and Listening): Participating in discussions to communicate ideas clearly.
Employability Skills Framework: Building problem-solving capabilities and reflective practice.
Equality & Inclusion: Promoting confidence and respect in group work, tailored to SEND needs.

Resources

Whiteboard and markers
Reflection worksheet with simple prompts and visual supports
Scenario cards summarising previous lessons’ workplace problems
Sticky notes and flip chart paper
ICT device (tablet or computer) with presentation or video recap of the unit
Timers or a time management clock

Lesson Outline (60 minutes)

1. Introduction and Recap (10 minutes)

Teacher input: Briefly show a video or slideshow that recaps the main workplace problems explored during the unit (e.g., communication breakdown, time management issue, teamwork challenge). Use clear visuals and captions.
Discussion prompt: Ask “What problems did we solve? How did we do it?”
WALT and Success Criteria: Write these on the board in plain English with icons to support understanding.

2. Paired Reflection Activity (15 minutes)

Task: Give each learner a reflection worksheet with 3 simple, guided questions:
1. Name one problem we worked on.
2. What did you do to help solve it?
3. How could these skills help you in real life or work?
Provide symbol or sentence starters and pictorial prompts for learners who need scaffolding.
Learners discuss their answers with a partner, encouraging verbal expression and listening skills.
Teacher and support staff circulate to assist with language or communication needs.

3. Group Sharing and Mind Map Creation (20 minutes)

Each pair shares one reflection with the whole class, focusing on different types of problems and solutions.
Use the flip chart or whiteboard to create a visual mind map of problems and problem-solving ideas.
Teacher highlights key transferable skills (e.g., patience, asking for help, organising tasks).
Encourage use of everyday language and affirm all contributions.

4. Applying Skills to New Situations (10 minutes)

Present a new, simple workplace scenario on cards (e.g., a late delivery, a computer not working, a misunderstand with a colleague).
In small groups, learners suggest how they might solve this new problem using skills learned.
Share ideas out loud and discuss ways to stay calm, ask for help, and think step-by-step.

5. Plenary and Self-Assessment (5 minutes)

Each learner places a sticky note on the board with one thing they are proud of learning in this unit.
Complete a simple self-assessment (smiley face, neutral face, sad face) about how confident they now feel about solving problems at work.
Teacher provides positive reinforcement and next-step encouragement (e.g., “Keep practising talking about problems!”).

Differentiation Strategies

Learner Needs	Adaptations
Speech and language difficulties	Use picture symbols, sentence starters, and partner support
Cognitive processing delays	Break tasks into smaller steps; repeat instructions; use demonstrations
Behavioural/emotional support needs	Provide clear structure and positive rewards; allow movement breaks
Advanced learners	Encourage more detailed explanations; role-play extra scenarios; prepare a short presentation or poster

Extension Activities for Advanced Learners

Create a short role-play to demonstrate solving a more complex workplace problem involving teamwork and communication.
Prepare a ‘problem-solving tips’ leaflet to share with new learners joining the class.
Research a real-world job situation and identify problems and solutions to present to the group.

Assessment & Feedback

Formative assessment through observation of paired and group discussions, noting use of key vocabulary and problem-solving concepts.
Review reflection worksheets for understanding and personal insight.
Self-assessment at plenary to encourage learner self-awareness and teacher insight on confidence levels.
Provide verbal feedback highlighting learner strengths and areas to grow.

Teacher Reflection Notes (Post-lesson)

Reflect on engagement levels during the group discussion and identify if learners demonstrated clear understanding of reflection and application.
Note any adjustments needed for pacing or scaffolding for future cohorts.
Consider further development of cross-curricular links with literacy or ICT functional skills.

This lesson empowers learners to take pride in their learning journey, reinforces practical employability skills, and builds confidence in managing workplace challenges—perfectly aligned with the National Curriculum’s vision for post-16 SEND education.