1. The teacher will introduce the lesson.
Careers Lab is about finding out and exploring the world of work as part of a series of activities during the students time in school.

2. Aims of Careers Lab ‘Aspire’
To raise your awareness of the range of job roles available by learning about the World of Work from a Business Ambassador
To consider what rewards and motivations you are looking for in a job role
The teacher will invite the Business Ambassador/s to explain their job title and role and give an overview of their company. The students may be in groups to ask questions of the teacher may facilitate this. This activity can be extended if the class are engaged. 

3. Aspire Icebreaker: People Bingo
Turn to your People Bingo table in your workbook.
You have 6 minutes to meet with people around the room and complete your Bingo table. When you meet someone:-
Shake their hand and ask them how they are
Ask them 2 questions to find out if you can write their name into a box in the table.
Move to the next person and so on
You can put your own name in 2 boxes
If you complete your table shout Bingo!

4. Welcome to our Business Ambassador Task: students should make notes on their ‘Business Ambassador’ page
Please can you tell us about your job
Who do you work for and what do they do?
What is your job role? What does the role involve?
What skills & qualities do you use to do your role?
What’s the best thing about your job?
What did you do after school?
Any other questions from the class?
The teacher will invite the Business Ambassador/s to explain their job title and role and give an overview of their company. The students may be in groups to ask questions of the teacher may facilitate this. This activity can be extended if the class are engaged. 

5. How Many Jobs – A Challenge
How many jobs are involved in producing and selling your smart phone?
Turn to ‘How Many jobs challenge’ page in your workbook
Task: Working in pairs create the longest list you can of job roles involved in making the latest smart phone.
You may find the ‘Smartphone Helpsheet’ at the back of your workbook helpful.
How Many Jobs? - A Challenge
The Business Ambassador/s or teacher to ask how many students have a smart phone and to hold up their own phone (if the teacher agrees students can get their phones out).
The challenge is for the class to create the longest list possible of all of the jobs involved in making that phone.
The teacher will either organise the students into pairs to start, or small groups and the Business Ambassador/s will circulate and support the groups to with their work. The teacher will facilitate feedback, creating a long list on a flip chart or whiteboard. .

6. How Many Jobs - A Challenge
Questions to think about:
Where did you buy your phone? What jobs were involved? Salesperson?
How did you decide between your phone and another brand? What image did you think about?
Have you used Apple Pay yet?
What is your phone made of?
Did you sign up to a contract? What jobs are associated with that?
Notes for the teacher and the Business Ambassador/s:
Every component in a mobile phone is manufactured. So materials scientists, plastic manufacturers, box designers, app designers are significant and digital skills are in short supply. The iPhone came onto the market in 2007, 10 years ago we did not prepare for this explosion in technology being used. The Business Ambassador/s can input into discussions to ensure that every aspect in the design, manufacturing and supply of mobile phones is considered, including commercial considerations, profitability, brand awareness, advertising etc.
The students may start to list “apps” or parts of a phone but the task works more effectively when students are challenged to come back to the question “So what job is related to designing/ manufacturing/selling that...?”
The teacher and/or the Business Ambassador/s could highlight some of the more unusual jobs involved in making a phone, which have grown much faster than was generally predicted 10 years ago:
Batteries contain rare earth elements that needs to be mined mostly in China. So mining and shipping to bring the elements used in smaller batteries to the manufacturer
GPS – maps location tracking, directions etc.
Downloading music or streaming music has digital roles involved
Secure payment processing using cryptography developed during WW2 is important for buying online. Companies may have more customer service department in call centres where traditionally they may have had more in stores.
Branding, marketing and sales roles are key for products sold on line as well as the branding and marketing of phone companies.
Software development roles have increased – particularly with the increase of apps
In every company there is accountancy/bookkeeping, HR, recruitment, training, etc. all the central services.
Key message: Anyone leaving school in 2005 (or 2006) would not have predicted that they might have a job in one of these areas and would not have picked that as a career plan. It is important to develop skills, qualities and achieve qualifications to allow them to take a job working in these newer areas as the job market changes. The Business Ambassador/s could emphasize that students are likely to have a range of different jobs during their working life and will need to continuously develop their skills and qualities to support career progression

7. What is a Career?
Is a career more like a roller coaster ride where you might progress in one job or sector and then start again in another sector or profession because you need to re train?
Is a career about climbing the ladder to the top in your given sector or profession?
Is a career more about staying in a role or job that you enjoy and are happy to stay doing?
Even if you receive low pay?
What kind of career is important to you?
Is a career about climbing the ladder to the top in your given sector or profession?
An image representative of climbing a careers ladder representing a series of jobs progressing to a senior level.

8. What motivates you? Why go to work?
Turn to the workbook page with the same heading as above
Read through the examples given for reasons we may go to work
complete the diamond diagram of boxes, with 9 factors that are important to you and would motivate you to go to work.
You may wish to add some of your own examples.
The most important factors to you should go into the boxes at the top of the diamond and the least important at the bottom   
The students are to consider the list of motivations on sheet 2 of the ‘Aspire Worksheet: Why Go To Work’ and make a note of what they think their motivations for going to work would be. They write this onto sheet 3 of the same worksheet.
Sheet 2 has 18 factors and 2 wildcards. Sheet 3 is set out in a ‘diamond 9 format’ with only 9 spaces to write motivations. This gives them the opportunity to highlight the most important at the top, and leave some out.
Once they have completed sheet 3 students could then go to other tables and discuss their choices.
The Business Ambassador/s can circulate amongst the student groups, facilitating discussions and asking students if they have any ideas of career plan and, if so, how does that connect to their choices. .

9. Why Go To Work? Class Reflection and Responses
Did everyone make the same choices?
Why not?
Deciding on a career pathway or taking a particular job has no right or wrong answer
It is not the same for each person and what you want from a job may change over time.
Successful careers are made when people realise what is important to themselves.
The teacher to facilitate feedback to enable students to explain the reasoning behind their choices. A good question the teacher may ask the class could be if any of them had put money at the top of their list, if so, how many of them? and how many had something else? This teacher may invite the Business Ambassador/s to explain that motivations may change in different stages of their life.
Key message:
Deciding on a career pathway or taking a particular job has no right or wrong answer, but depends on what is good for an individual. It is not the same for every person and it does not stay the same over time. Successful careers are made when people recognise what is important to themselves at a particular time and base decisions on this, not by following what someone else does or says.

10. Finally… What will you say to colleagues about today?
Conclusions and Close
Finally…
For the Class
What would you tell someone at home about today?
For our Business ambassador;
What will you say to colleagues about today?
The teacher will revisit the aims of the session and ask the students to highlight one thing they would tell people at home about today. The teacher may also invite the Business Ambassador/s to say something they would tell their boss or their colleagues at work about today. 
Key messages
The job market will change and students will need to be ready to explore new possibilities. It can be helpful if they know is important to them, even though these priorities are likely to change over time. Understanding qualification levels and how they relate to the level of responsibility in a job and pay can be helpful.

11. Extention-Go Compare
Do any of the following careers match your completed diamond of motivations to work?
Gas Engineer
Installs and maintains gas pipelines into homes and businesses.
Start out as a Gas Service technician installing and repairing heating appliances
Requires good communication, organisation and problem-solving skills
basic IT skills and good maths skills for making calculations
Starter: £12,000 to £18,000 (apprentice)
Experienced: £24,500 to £31,000 (qualified)

12. Extention-Go Compare 2. Surgeon
Surgeons specialise in caring for patients who may need an operation.
Training:
5-year degree in medicine
a 2-year foundation programme of general training.
2 years core surgical training in a hospital
up to 6 years of speciality training.
Skills:
excellent communication skills and the ability to explain choices to patients
the ability to work under pressure and make quick, accurate decisions
excellent hand-eye co-ordination and practical skills
the ability to put people at their ease and inspire trust and confidence
leadership and management skills
the ability to always work to high professional standards
Salary-£26,350 to £102,500

13. Extention-Go Compare
Do any of the following careers match your completed diamond of motivations to work?
3. Construction worker:
Construction workers carry out a range of manual jobs on building sites.
Training:
There are no set entry requirements for the sector although many companies set their own. On-site experience and GCSEs  in subjects like English and maths will be useful
College courses in building or construction skills could give you some of the skills you'll need, or you may be able to get into this career through an apprenticeship.
Salary:
£15,000 to £29,000

14. Extention-Go Compare 4. Banking customer service adviser:
provides a face-to-face service in banks and building societies.
Entry requirements:
You may find it useful to have 4 or more GCSEs at grades 9 to 4 (A* to C) or equivalent qualifications, including English and maths.
Some employers may ask you to pass a series of selection tests when you apply.
You could also get into this job through an apprenticeship.
Skills:
Customer service
cash handling and computing skills
'people' skills
excellent maths skills
Starting salary:
£15,000 to £24,000