- Give 5 examples of different types of jobs. What is the difference between work and leisure?
- List all the jobs you can think of in 10 minutes ( either individually or in a group)
- What jobs are only available to one gender?
- Interview 10 classmates and find out what type of work they would like to do.
UNDERSTANDING:
- Suggest reasons why people have to work. What benefits do people obtain from working?
- Why do certain jobs attract higher pay rates?
- Give examples of occupations which use gender-inclusive titles. Which occupations do not use such titles.
- What are some of the influences on the choice of work?
APPLYING:
- What are some jobs that can be done from home as well as from an office? How can this be achieved?
- Decide how you would classify occupations into different groups. Examples may include inside and outside, paid and unpaid.
- Examine the types of occupations portrayed by men and woman in popular TV programs. Can any conclusions be drawn?
- Discuss what makes a "good job". List some things that would improve your present working environment.
ANALYSING:
- Compare and contract paid and unpaid work. What makes a successful career?
- Classify the occupations, and publish and display your work using a graphic- organiser.
- Analyse the qualities of a person in a non-traditional occupation.
- What influence has technology had on job choices?
EVALUATING
- Do you think people should be paid for all the work they undertake? Give your reasons.
- What kind of job would you like to have?
- List 5 things that interset you about that type of work.
- How would you feel if you were denied the right to the career of your choice? Explain.
- Investigate laws which help to protect workers. Why do you think these laws were created?
CREATING
- What would happen if all housework and/or child care became paid work?
- Use "SCAMPER" to help you to create a new occupation.
- Compose a song to encourage someone to undertake a non-traditional occupation.
- Design and/or construct a model of the perfect work environment.
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