KS3 & 4 LeSSon PLan 1 – 'What'S Your GoaL?' ComPetition - Npower

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• Need to have excellent observational skills to watch the play and be able to make decisions quickly(skill – developed by practise)• Experience of playing football (experience)• Need to be very fit as refs have to keep up with the play during a match (training)iii) What qualities do you need for that role?With these questions start to develop students’ understanding of the qualities and attitudes required.• Calm, consistent, diplomatic, courage to stand by your convictions and reliable under pressure• Determined – at the beginning of a referee’s career there will be no television replay to see whether or not their decisionwas right and people will disagree depending whose side a decision goes againstIf you have more time to develop your students’ understanding of qualities, skills, interests and strengths, you could use the‘Turning Work Experience into Work Inspiration’ resource - Insight 1: All About Me. It has been developed by Business in theCommunity to support employers when hosting students on Work Experience, but it contains some interesting questions tohelp assess young people’s natural abilities, their strengths and their aspirations. It can be downloaded from:www.workinspiration.com/Insight1.aspxGive students the pack of job cards & and ask them to investigate at least three of the roles that most interest them.For each find out the same information:• What is involved in the job?• What qualities do you need for that role?Take feedback.• Which jobs did they find interesting and why?• Which jobs would need most qualifications / training / knowledge?• What talents and skills would you have to develop in order to be a photographer, football pundit, coach etc?• What similar/different qualities would a referee and a TV Presenter need for their work?Activity Two‘What’s Your Goal?’ Deciding on the job to apply for and identifying why you would make a goodtrainee in this role for one day. (Approx 15 minutes)Use the ‘Notes and Ideas for My Job Application’ Worksheet (Resource 4) model with one student making some notes foreach of the four areas:• My skills and knowledge that are relevant to this job• My experiences that are relevant to this job• My personal qualities that are relevant to this job• What I find interesting about the job I’m applying forEncourage them to understand that even though they are teenagers they will have skills, knowledge, experiences and personalqualities that are useful and employers would value in any trainees. Draw this out using examples from your students, e.g.“I have been going to a dance club once a week for three years” – shows commitment and determination to develop skills, etc.Students then make notes for the job they have chosen to apply for.Activity ThreeWriting a good application that stands out from the crowd (Approx 20 minutes)Use the ‘Application Form’ (Resource 6) so students can complete their application to enter the competition. Studentscan either write and post their entry or type and email it. Read the two example application forms in the ‘Strengths andWeaknesses in Job Applications’ Activity (Resource 5). Get the students to identify strengths and weaknesses in the twoapplications. Identifying:Sam Taylor• Spelling mistakes – shows lack of care and attention to detail• This candidate is more interested in the money than developing their skills and understanding of the job.Shaya Robins• Well-written• Explains good attitude and qualities – happy to work longer than nine to five• When watching matches explains that she thinks about the managers decisions trying to work out why they have madethem. Shows passion and willingness to gain experience in interesting ways.Which application do students think would be chosen?Whilst Shaya’s application is very well written, it would probably not get the job. Why not?npm9813/09.12
There are not enough personal experiences and examples included in it to make it stand out from the crowd. Can they thinkwhat else this candidate could have included? This candidate only wrote approx. 100 words for each section so they couldhave included lots more details. The application form allows 200 words per section.Students then complete their applications using the notes they have made. Handwritten or typed applications will beaccepted in the competition.PlenaryStudents could give each other feedback on each others’ applications to improve them.Discuss what they need to look out for when they review their application:• content• grammar• spelling mistakes• missing wordsHomeworkIf your students require more time, students can complete the application form as a homework task and bring it back to youso you can email/post them in one batch. Use our Application Certificate (Resource 7) to congratulate students who havewritten and submitted an application form.Sending in the application formsPlease ensure you tell your students that:- they must discuss their entry to this competition with their parent/guardian who needs to read and agree to the terms andconditions before the student can enter the competition. The terms and conditions are attached to the job application formand can also be found on www.npower.com/whatsyourgoal- their parents need to complete the ‘References’ section of the application form accurately. This is important informationwhich we will need if any of your students are short listed to the next stage of the competition.The completed application forms must be received by npower by midnight by Friday 1 March 2013 using one of thefollowing ways:• email the application form(s) as an attachment to: whatsyourgoal@npower.comOR• post the application form(s) to: What’s Your Goal? Application, npower, Oak House, 1 Bridgwater Road, Warndon,Worcester, WR4 9FPnpm9813/09.12

KS3 & 4 LeSSon PLan 1 – 'What'S Your GoaL?' ComPetition - Npower

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