Workplace Learning Intro

Overview

Class: Entry Level 3 (Post-16 SEND employability and life skills)
Number of Students: 13
Duration: 60 minutes
Unit: Workplace Learning Journey (Lesson 1 of 15)
Topic: Introduction to Workplace Learning
National Curriculum Focus:

Develop Personal, Social, Health and Economic (PSHE) education skills
Prepare learners for the workplace and independence
Embed functional English and employability skills
(References: National Curriculum for England, PSHE Association Programme of Study; Employability Skills Framework, Entry Level)

WALT (We Are Learning To)

Understand what workplace learning means
Identify why workplace learning is important
Know what we will learn in this unit
Recognise skills and behaviours needed for work

Success Criteria

I can explain what workplace learning is in my own words
I can give one reason why learning about work is important
I can describe what I will learn in this course
I can name at least two important skills or behaviours for work

Curriculum Links

PSHE Association: Developing skills for work and life, understanding the world of work
Employability Skills: Communication, teamwork, self-awareness, responsibility
Functional English: Speaking, listening, reading comprehension at Entry Level 3
SEND Principles: Personalised learning, practical engagement, multi-sensory approaches

Resources Needed

Whiteboard and markers
“Workplace Learning” visual posters (icons showing different workplaces, skills)
Simple worksheets with images and key vocabulary
Flashcards with key words and definitions
Role play props (name badges, clipboards)
Timer or clock
Video clip: Short, simple introduction to workplace learning (2-3 mins)
Rewards (stickers, praise tokens)

Lesson Structure

1. Starter Activity (10 minutes)

Activity: Name and share: “What is work?”
Method: Circle time discussion. Students say aloud what they think work means; teacher records key ideas on the board. Use visual prompts (pictures of different jobs).
Purpose: Activate prior knowledge and engage learners.
Differentiation: For non-verbal students, use picture cards or communication aids to point or select.

2. Introduction to Workplace Learning (15 minutes)

Activity: Watch a short video explaining what workplace learning is.
Follow-up: Teacher explains in simple language: What we mean by workplace learning – learning skills and knowledge to help you do a job.
Use: Flashcards showing important vocabulary: workplace, learning, skills, job, teamwork, responsibility.
Interactive: Students match flashcards to pictures; teacher models correct usage.
Differentiation: Break into pairs for supported flashcard activities, repeat vocabulary with gestures.

3. Group Discussion – Why Workplace Learning is Important (10 minutes)

Activity: In small groups (3-4), discuss reasons why learning about work helps people.
Prompt Questions: Why do you think it’s good to learn about work? How can it help you?
Output: Each group shares one reason with the class; teacher writes on board.
Differentiation: Use sentence starters on cards: “Workplace learning helps me to _”, “I want to learn about work because _”.
Extension: Encourage fluent speakers to add examples from TV shows, family members’ jobs.

4. Unit Overview & Expectations (10 minutes)

Activity: Teacher presents simple overview poster of 15 lessons: topics include different jobs, skills, health & safety, CVs, interviews, confidence building.
Method: Use checklist with icons; students put a sticker next to topics that interest them.
Discussion: What do we hope to learn? What will help you in a job?
Differentiation: For learners who struggle with reading, teacher explains orally, uses pictures, and yes/no questions.
Extension: Advanced learners suggest topics they want to add or questions they have.

5. Skills for Work – Identifying Key Behaviours (10 minutes)

Activity: Role-play a short scenario demonstrating two skills: teamwork and being responsible (e.g., handing in a form on time).
Discussion: Name the skills, why they are important.
Class Task: Each student picks one skill to practice or think about during the course.
Differentiation: Support role play for those needing assistance, provide visual cues.
Extension: Ask confident learners to lead a role play or create their own workplace behaviour scenario.

6. Plenary & Reflection (5 minutes)

Activity: Exit ticket – each student says or writes one thing they learned today.
Teacher Notes: Use thumbs up/down or smiley face scale for understanding.
Praise: Reward achievement and efforts to participate.

Assessment

Observations during group work and discussions
Participation in role play activities
Exit tickets to assess understanding of key concepts
Informal feedback to guide future lesson differentiation

Differentiation Strategies

Use clear, simple language and visual supports
Allow extra processing time
Pair stronger and weaker students for peer support
Offer choice in participation mode (verbal, written, gestural)
Provide prompts and scaffolds during discussions
Use multi-sensory approaches: visuals, audio, role-play

Extension Activities for Advanced Learners

Research and share a job they are interested in and what skills it needs
Create a short poster or presentation on “What skills do I already have?”
Role-play complex workplace scenarios with problem-solving elements
Write a short paragraph about what workplace learning means to them

Teacher Reflection Points

Did students understand the vocabulary and concept of workplace learning?
Were all students engaged, including those with higher support needs?
Were differentiated supports effective?
Which activities were most successful and why?
How can this inform subsequent lessons in the unit?

This lesson plan is designed to make workplace learning accessible, engaging, and relevant for Entry Level 3 SEND learners aged 16–25, supporting their journey towards employability and independence aligned with the National Curriculum frameworks for England.