Taking Action Implementing Solutions

Overview

This is Lesson 7 of 8 in the unit Workplace Problem Solving designed for Entry Level 3 learners aged 16-25 in a SEND employability and life skills context. This 60-minute lesson builds on previous problem-solving skills by guiding learners through developing and enacting practical action plans tailored to workplace scenarios.

This lesson plan aligns with the NC England framework, particularly focusing on Functional Skills and Personal Development competencies that support employability, communication, and problem-solving outlined in the National Curriculum for post-16 SEND students.

Learning Objectives (WALT)

WALT identify the steps needed to implement solutions to workplace problems.
WALT develop clear, practical action plans based on identified solutions.
WALT practise taking appropriate actions to carry out these plans.
WALT review progress and adjust plans as needed.

Success Criteria

I can list clear steps to solve a workplace issue.
I can create an action plan using simple, organised language.
I can role-play or describe actions to take in a given scenario.
I can explain how to check if my solution is working.
I seek help or advice when I have difficulties.

Curriculum Links

Functional Skills English – Speaking, Listening and Communication:
Participate in discussions, express ideas clearly, listen and respond appropriately.
Employability Skills (Personal Development and Citizenship):
Develop problem-solving, decision-making skills; demonstrate workplace behaviours such as planning and adaptability.
Engagement and Independence for SEND learners:
Promote learner autonomy through scaffolding and role-play.

Resources

Scenario cards with typical workplace problems (cleanliness, punctuality, equipment issues, communication)
Action plan templates (simple grids with columns: Problem, Steps to Solve, Who Will Help, When to Review)
Whiteboard/flipchart and markers
Role-play props (clipboards, phones, signage)
Visual aids for sequencing (step by step pictures)
Timer or stopwatch
Peer feedback sheets (simple emoticon-based)

Lesson Structure (60 Minutes)

1. Starter – Recap & Engage (10 minutes)

Task: Quick group discussion: “What did we learn about solving problems last time?”
Use a whiteboard to mind-map examples of solutions from previous lessons.
Focus: Revisit vocabulary like "action plan," "steps," "solve," "check progress."

2. Introduction: Linking Problem-Solving to Action Plans (10 minutes)

Introduce what an action plan is and why it matters in the workplace.
Show a completed simple example on the board (e.g., noticing a messy break area → steps to clean it → who helps → review).
Discuss key parts: problem, actions, helpers, timelines.

3. Main Activity 1: Create Action Plans (15 minutes)

Split class into pairs or small groups (based on learner needs).
Hand out scenario cards and action plan templates.
Learners work together to identify next steps & write or dictate action plans.
Teacher and TA(s) support learners who need assistance in structuring or writing.

4. Main Activity 2: Practise Taking Action (15 minutes)

Role-play based on learners’ own action plans or teacher-created scenarios.
One learner acts as the problem-solver, others as colleagues or supervisors.
Practise phone calls, asking for help, cleaning, or reporting to supervisors.
Use peer feedback sheets with smiles or thumbs-up icons to reinforce positive behaviours and communication.

5. Plenary: Review & Reflect (10 minutes)

Discuss:
- What actions did you find easy or difficult?
- Why is it important to check if your solution is working?
Quick verbal quiz: “If your plan isn’t working, what would you do next?”
Use emotion cards to gauge how learners feel about taking action in workplace problems.

Differentiation Strategies

Support:
- Provide sentence starters and visual prompts for action plan writing.
- Use communication aids (symbols, pictures) to support understanding.
- TA to offer one-to-one scaffolding for learners with high support needs.
Accessibility:
- Break tasks into small chunks with clear instructions.
- Use familiar, real-life scenarios tailored to learners’ own experiences.
For learners with higher ability:
- Encourage more detailed action plans, including contingency steps.
- Challenge learners to suggest improvements or alternative solutions.
- Facilitate peer mentoring roles during role-play.

Extension Activities

Learners design a poster about their chosen workplace problem and the action plan steps, to display in class or workshop.
Set up a “Problem-Solving Board” where learners add real issues they notice during placements or work trials, then brainstorm solutions together.
Use digital tools (if available) to create multimedia action plans (voice recordings, videos demonstrating steps).

Assessment & Feedback

Formative: Observation during pair/group work and role-plays; use checklist for engagement, understanding of steps, communication skills.
Summative: Completed action plan templates assessed for understanding of sequence and appropriateness of actions.
Peer/self-assessment using emoticon feedback sheets and group reflection discussion.

Reflection for Teachers

Note which learners required most support during practical implementation.
Identify areas where learners showed confidence or needed further input, to plan last lesson accordingly.
Assess learners’ readiness for potentially handling real workplace issues independently.

This highly practical lesson fosters independence and communication in taking constructive action at work, fully in keeping with the National Curriculum’s emphasis on real-world skills and learner progression in post-16 SEND employability settings.