Context for learning / curriculum area(s): Planning for Choices and Changes
Approaches to learning e.g. active learning, outdoor learning, cooperative/collaborative learning, ICT, peer education, creativity;
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
Collaborative learning, research
Knowledge/Skills/Capabilities/
Attributes being developed:

Identifying a range of
skills required to carry
out certain jobs/careers.
Level/Sector: First level
Experiences and Outcomes (being contributed to): I can describe some of the kinds of work that people do and I am finding out about the wider world of
work.
HWB 0-20a /1-20a
Learning Intentions: What do you
want them to learn? /which part of
the es and os



.
We are learning to think about the
different services available in our
local community
We are learning to understand that
there are different jobs within one
service.
We are learning to identify the
different responsibilities and skills
linked to specific jobs/careers





Success Criteria: How will you
know/what are you looking
for?
I can identify a range of services
available in the local community
I can name several jobs involved in
the same service.
I can describe the main duties of a
job.
Devise a set of skills for specific
jobs/careers
Activities/Experiences
Meeting Learners Needs:
Research the range of services in the
local community by:

Using prior knowledge (Say)

Studying local maps (Do)

Reading leaflets, advertising
material (Do)

Asking parents (homework task)
(Say & Do)

Record information on Web
Diagram (Make)
‘Wordle’ webpage
* In groups, play game ‘Guess My Job’ – give
evidence for choice (Do)
Support
Bilingual Support Assistant
PSA
Mixed ability groups - peer
support
Impact
Greater engagement of all
children
Partnerships:
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
The children will compose a criteria checklist for their presentations of information. As they work on their presentations they will self evaluate
using the checklist, identify next steps and improve to meet the criteria.
When listening to each presentation each group will use the criteria checklist to evaluate and identify targets.