## Session:  Use The Tools

Apx Session Length:  50 Mins  

Topic/Aims: 
To get students to consider the importance of research and how they can use the tools available to let them to do this effectively. 
Learning Outcomes:    
To be able to explain the importance of research in job hunting  or looking at different educational providers 
 
To identify ways of researching further  
In class activity: 
Group work, discussion and brainstorm 
Powerpoint presentation 
Resources:  
'Use the Tools' Powerpoint presentation A3 Paper, Whiteboard, Pens 

## Use The Tools - Introduction

This session aims to get students to look at ways in which to research and prepare for job or college applications.  The session looks at some traditional tools that people had when it comes to preparation, and then some of the great tools the internet puts at our disposal.  The last part of the session looks at how you can use the internet to research companies and prepare for interview.  The internet is a fabulous resource when it comes to job hunting and can help us to raise our game when it comes to making applications. This session will help you to make the most of that opportunity. 

| Time:                                                            | Differentiation:     | Resources:     |
|------------------------------------------------------------------|----------------------|----------------|
| Student                                                          |                      |                |
| Activity:                                                        |                      |                |
| Checking learning                                                |                      |                |
| against objectives:                                              |                      |                |
|                                                                  |                      |                |
| 5 mins                                                           | Icebreaker:          |                |
| Working in                                                       |                      |                |
| pairs                                                            |                      |                |
|                                                                  |                      |                |
| Ensure students                                                  |                      |                |
| are paired                                                       |                      |                |
| In pairs, get students to think of a situation where they wanted |                      |                |
|                                                                  |                      |                |
|                                                                  |                      |                |
| appropriately                                                   |                  |
|-----------------------------------------------------------------|------------------|
| to make a good impression but it all went wrong. If they can't  |                  |
| think of one, get them to make a scenario up.                   |                  |
|                                                                 | Paper Pens       |
| Whiteboard                                                      |                  |
| 10 mins                                                         |                  |
| Get students then to brainstorm in twos as many different       |                  |
| tools as they can think of that will help them to get a job or  |                  |
| college place.                                                  |                  |
| Class discussion about the tools identified, make note of these |                  |
| Working in                                                      |                  |
| pairs                                                           |                  |
| followed by                                                     |                  |
| class                                                           |                  |
| discussion                                                      |                  |
| To be able to                                                   |                  |
| explain the                                                     |                  |
| importance of                                                   |                  |
| research in job                                                 |                  |
| hunting                                                         |                  |
|                                                                 |                  |
|                                                                 |                  |
| 5 mins                                                          | Research is key: |
| Paper Pens                                                      |                  |
| Class                                                           |                  |
| discussion                                                      |                  |
| To consider how                                                 |                  |
| important research                                              |                  |
| is to the application                                           |                  |
| process                                                         |                  |
| As a class brainstorm the things you might needs to know        |                  |
| about an employer or college before you go for an interview     |                  |
| and where you might find the information.  Students need to     |                  |
| copy this down so that they can use the list as a prompt for    |                  |
| later                                                           |                  |
| Ensure all                                                      |                  |
| students can see                                                |                  |
| 20 mins                                                         |                  |
| Teacher presents this Power Point to the class followed by      |                  |
| discussion about how many the class had identified and talk     |                  |
| through all the tools and the importance of using each.         |                  |
| Power Point                                                     |                  |
| Presentation                                                    |                  |
| 'Use the Tools'                                                 |                  |
| Presentation                                                    |                  |
| followed by                                                     |                  |
| class                                                           |                  |
| discussion                                                      |                  |
| Consider in particular any they missed                          |                  |
| To be able to                                                   |                  |
| explain the                                                     |                  |
| importance of                                                   |                  |
| research in job                                                 |                  |
| hunting                                                         |                  |
|                                                                 | A3 Paper         |
| Pens                                                            |                  |
| 15 mins                                                         |                  |
| Each group takes one of the tools and on A3 paper makes a       |                  |
| note of the possible PROs and CONs of using that particular     |                  |
| tool. I.e. Facebook                                             |                  |
| To identify the pros                                            |                  |
| and cons of tools                                               |                  |
| identified                                                      |                  |
| Feed this back to the group as a whole                          |                  |
| Group                                                           |                  |
| Activity                                                        |                  |
| followed by                                                     |                  |
| class                                                           |                  |
| discussion                                                      |                  |

## 

Summary Sum up main learning points and ask the students in their own 
 
Internet access 
Extension task 
To put into practice what has been said 
time to do a little internet research on a college or employer that they are interested in to see how easy it is and how 
readily the information is available. 

## 

Evaluation:  Did the students achieve all the objectives? What went well?  What did not work? 

##