Session
Week 7: work placement responsibilities
Time
Throughout work placement and 2 hours session
Session Objectives
By the end of the session learners will be able to:
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Create a list of responsibilities carried out on work
placement;
List positive verbs using past tense;
Turn at least 3 responsibilities within the workplace into
achievements.
Assessment methods
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1:1 support/facilitation during group work/individual
work;
Targeted questioning, open and closed questioning,
lower and higher order questioning;
Observation and monitoring of learners during
activities;
Completion of activities.
Previous knowledge assumed
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Time
All learners have completed an initial and diagnostic skills assessment with support from a literacy and numeracy
specialist.
Learner needs to do Activity 1 during work placement and the remainder of the session is to be completed on return from
placement
Activity
During
Activity 1: workplace placement list of responsibilities
work
placement Ask learners to list all the responsibilities/tasks they
carried out during their work placement.
Differentiation
Resources
Vary level of questioning when
speaking to learner on placement
to support the understanding of
the list required
Template for workplace responsibilities list
This list is ideally created whilst on placement
straight after each new task is carried out. Provide a
template for the list to be completed and remind
people to complete it when speaking to them on
placement.
1
5 mins
Share session objectives
Flipchart/projector/white board
20 mins
Activity 2: ‘Positive verb’ (doing word) flipchart race
2 x Flipchart paper
Pens
Running space
‘Get Hired’ Employability Handbook
Set up a flipchart race with the learners. Explain what
a verb is and give examples e.g. Supported,
motivated. Challenge learners to write verbs in the
past tense e.g. Supported, rather than present;
supporting, to support.
To stimulate ideas, get young people to think back on
all the things they have ‘done’ over the past 6 weeks.
Use p 43 in ‘Get Hired’ Employability Handbook as a
prompt whilst facilitating.
Once race is completed, ensure all words are verbs
(doing words) and written in past tense. Alter tense
with support of group if any words are written in
wrong tense. Add to the list from the prompt if
required, to get a substantial list.
30 mins
Activity 3: How to turn responsibilities into
achievements
Vary level of support according to
learner/group needs.
Discuss how all responsibilities, no matter how small
or trivial, carried out whilst on work placement can be
turned into achievements. Clarify the difference:
Use higher and lower order
questioning to ensure
understanding for all.
Flipchart paper, white board
Coloured pens
‘Get Hired’ Employability Handbook p43 44
Responsibility: something which you have a duty to
deal with e.g. take out rubbish.
Achievement: something which you have done
successfully, by effort or skill e.g. provided a
hygienic, clean environment for employees.
As a group, ask learners to change a responsibility
into an achievement. Continue with several generic
responsibilities until you are confident with all
learners’ comprehension of the task.
30 mins
Activity 4: Turning work placement responsibilities
into achievements
Individual
Small group activity
Paper and pens
Computer option
2
Ask learners refer back to the list they created during
their placement of all of their responsibilities. Ask
them to turn each responsibility into an achievement.
Pairs
Vary support according to
learner/group needs
Dictionary / internet dictionary
Thesaurus / computer synonyms
Computer and internet access
http://www.bbc.co.uk/skillswise
/english/games
Use positive doing word list, from previous activity, to
support creating achievements.
Worksheets
- Better spelling
- Spelling and letters
- I and e
- Able and ible
- Words most commonly misspelt
- Words that end in ly
- Capital letters
- Question marks
20 mins
Activity 5: Share biggest achievement
Vary support according to
learner/group needs
Flipchart paper
Pens and paper
Computer option
Whole group activity
Small group activity
Paper
Flipchart
Come together as a whole group and ask everyone
to share their best achievement, not necessarily the
biggest responsibility.
This could be delivered by presentation or written by
the learner on a flipchart or post-it.
After everyone has shared a least one achievement
give learners the opportunity to go back to their other
responsibilities and modify, if seeing others has
stimulated thoughts of improvements of their own.
15 mins
Activity 6: Review
1. Why is it important to turn show achievement?
2. When is it important to show achievement?
3. What LLN skills have you achieved today?
Development work
Further reading and resources:
 http://www.princes-trust.org.uk/delivery_partners_for_team/literacy_languagenumeracy/literacy_and_language.aspx
3
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‘Get Hired’ Employability Handbook
Reference: Ofqual (September 2011) Functional Skills Criteria for English and Maths: Entry 1, Entry 2, Entry 3, Level 1 and Level 2.
http://ofqual.gov.uk/how-we-regulate/regulatory-requirements/functional-skills/.
English skills
By:
SLC
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Maths skills
By:
ICT skills
By:
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use of appropriate language for informal
and formal discussions
follow instructions
understand what is being said by asking
for clarification
contribute own ideas and suggestions
listen to instructions
present achievements to group
participate in workplace interactions
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write up achievement using Microsoft
Word
use online dictionary
use online thesaurus / synonyms
download handbook
open and save handbook
print
Reading
 get information from a range of
workplace place texts
 read technical terms and specialist
vocabulary
 read in detail
Writing
 list responsibilities
 write in past tense
 adapt writing for intended audience
 produce a range of written texts in the
workplace
 spell key words and specialist words
correctly
 use clear handwriting
 use correct grammar
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