ks3 & 4 pshe lesson plan 2 – football's more than the ... - First News

KS3 & 4 PSHE
LESSON PLAN 2 – FOOTBALL’S MORE THAN THE GAME
The following lesson plan is designed for one 50 to 60 minute session.
Learning Objectives:
• To understand the jobs involved in a large organisation. i.e. The Football League
• To find out the day-to-day roles of specific jobs and how daily tasks vary between eleven different professional roles
• To think about the kind of job students would be interested in doing in the future
Lesson Resources
Resource 7: ‘The Football League History and Interesting Facts’ information sheet
Resource 8: ‘Day in the Life’ cards
Resource 9: ‘Hour-by-Hour Job Comparison’ worksheet
Resource 10: ‘Investigating Work Roles’ worksheet
Lesson Introduction (5 minutes)
i) Engage students with The Football League as an organisation by discussing interesting facts about it using ‘The Football
League History and Interesting Facts’ information sheet. (Resource 7)
For example:
How long has the League been running for? Since 1888, over 120 years
Which teams played in the very first game? Wolverhampton Wanderers and Aston Villa
When was the first live Football League match shown on TV? 1960
ii) Remind students that in the previous session, as part of the ‘What’s Your Goal?’ competition, they applied for one-day
trainee roles in various jobs in The Football League, and that there are lots of different jobs involved in the running of this
large organisation apart from the footballers.
ACTIVITY ONE
What is involved for a student in a school day?
How does this compare with the work day of professionals working in The Football League?
(20 minutes)
Hour-by-hour tasks vary in different jobs and students are going to compare their daily routine at school with two professional
jobs in The Football League.
Choose one of the roles to compare as a class.
Put up one of the ‘Day in the Life’ cards (Resource 8) on the interactive whiteboard. For example, the TV Producer, Billy
McGinty. With the students, compare their typical daily routine with this.
e.g.
What time does the students’ school day start? 8.30am
What time does the TV Producer’s day start? 3.00pm
What is the first task at school and what are the timings? E.g. 8.30am: Class registration
What is the first task for the TV Producer and what are the timings? 3.00pm: Meet with match director,
production manager and club officials
What is the next task? At school: e.g. 8.45am Lesson One, TV Producer: 3.30pm Meal Break
What is the next task? At school: e.g. 9.45am Lesson Two, TV Producer: 3.30pm Production Meeting
Give the students the set of ‘Day in the Life’ cards and ‘Hour-by-Hour Job Comparison’ worksheet (Resource 9). Students
choose two jobs (one could be the job they applied for in the competition and another one that interests them) to compare
with their own day and map out on the ‘Hour by Hour Job Comparison’ worksheet (Resource 9).
Feedback: Discuss the students’ findings as a whole class.
e.g. Which jobs have an early start? Which start later?
How long are the different working days?
Which working day would they prefer and why? etc

ACTIVITY TWO
Investigating working environments and daily tasks involved in different jobs and how these vary
from role to role (20 minutes)
In this activity students use the ‘Day in the Life’ cards (Resource 8) to compare the working environments and tasks involved
in different jobs. Again, choose one role to study as a class and put up on the whiteboard, for example, TV Producer.
Can you name the different places in which a TV Producer could work?
(As well as using the ‘Day in the Life’ cards to find information and ask students to think about where this person would work
on non-match days.)
• Football stadiums around the UK
• Outside Broadcast Trucks
• TV Offices
Which different groups of people does this person have to work with?
• match director, production manager, production team, cameramen, technical crew, engineers, presenters, directors, video
tape department
What different tasks are involved in this role?
• planning meetings, equipment checks, rehearsals, deciding which pre-recorded items to include or drop, watching football
action to plan for half-time and post-match discussions
Is there a uniform or dress-code for this job?
• Although there is no uniform for a TV producer, in this role you meets lot of different people throughout the working day,
therefore they would need to be reasonably smart.
What most interests you about this job?
• e.g It would be exciting working with lots of different groups of people and solving problems on the spot in order to create a
TV programme
Students investigate four other jobs using the ‘Day in the Life’ cards and record their findings on the ‘Investigating Work Roles’
worksheet (Resource 10 - this worksheet will need to be photocopied double-sided).
Plenary (5 – 10 minutes)
Discuss with the students what they have found out, and compare and contrast the different jobs.
e.g
Which jobs involve having meetings and what are the meetings for?
Which jobs are more office based?
Which roles involve working with lots of people?
Which jobs use more technology?
Discuss the working environments and variety of tasks the students would like in their future career. Can they identify
which of the eleven job roles they think would be suitable for other students in the class and explain their reasons for these
suggestions?