Planning a Career Presentation
Planning a Career Presentation
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Planning a Career Presentation
This lesson turns the task brief into a clear structure students can follow. Keep the focus on employability: knowing yourself, researching a career, identifying training routes, and linking skills to work.
Our learning goal
I can create a clear presentation about myself, a career I am interested in, the training it needs, and the employability skills linked to it.
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One word for a job you may want in the future
Use this to activate ideas for possible careers before students begin planning. Invite a few students to explain why they chose their word.
Part 1: About Me
Your first slide introduces who you are.
Include:
your name
three things you are good at
three skills you want to improve
a short paragraph about your future goals
This part helps show your interests and starting point.
Students may confuse 'things you are good at' with school subjects only. Allow a wider range such as listening, drawing, staying calm, helping others, cooking, or sport, as long as they are genuine strengths.
Choosing your strengths
Pick three real strengths.
Good examples:
organised
friendly
good at maths
creative
patient
confident speaker
Encourage specific strengths rather than vague ones like 'good'. If needed, prompt students to think about school, home, hobbies, and part-time work.
Skills to improve
Choose three skills to improve.
For example:
speaking in front of people
managing time better
using spreadsheets
writing more clearly
working with new people
Remind students that this section is not about failures. It shows self-awareness and willingness to improve, which are positive employability traits.
Writing future goals
Your paragraph should be short and clear.
Include:
what kind of future you want
what job or area interests you
what you hope to learn next
one step you want to take soon
Write in full sentences.
Model a simple structure orally: 'In the future, I would like to… To do this, I need to… My next step is…' This supports A2 learners.
What should you include in your future goals paragraph?
Full sentences
Only bullet points
Just one word
Many images
Checks the key writing instruction from the 'Writing future goals' slide. Distractors reflect common presentation features from other sections.
Complete the About Me summary
In the first part, you write your name and three strengths. You also choose three skills to improve and write a short paragraph about your future goals.
The blanks focus on the main required elements of Part 1.
Part 2: Career Research
Choose one career that interests you.
Research:
what the job involves
typical duties
skills required
qualifications needed
expected salary
pros and cons
Include at least two images.
Students do not need to choose a highly specialised career. Common options such as nurse, mechanic, chef, teacher, electrician, hairdresser, graphic designer, or police officer work well.
What the job involves
Explain the job in a simple way.
Include:
the main purpose of the job
who the person helps or works with
where they usually work
what a normal day may look like
This slide should give an overview before students list details. Encourage them to write for someone who knows nothing about the job.
Typical duties
List the regular tasks a person does in that job.
Examples:
meeting customers or clients
using tools or equipment
writing reports
solving problems
following safety rules
working with a team
Use duties that match the chosen career.
Students often repeat the same idea in different words. Push for distinct duties rather than near-duplicates.
Skills and qualifications
Separate skills from qualifications.
Skills are what you can do:
communication
teamwork
accuracy
digital skills
Qualifications are awards or training:
GCSEs
college course
apprenticeship
licence or certificate
This distinction is important for employability. Many students mix up personal qualities, skills, and formal qualifications.
Salary, pros and cons
Add balanced information.
Include:
expected salary or salary range
good points about the job
possible challenges
For example, a job may be rewarding but tiring, or well paid but need long training.
Salary changes by location, experience, and employer. Accept a typical range if students cannot find one exact figure.
Using images well
Your images should support the information.
Choose pictures that show:
the workplace
tools or equipment
people doing the job
Keep images clear, relevant, and easy to see.
Students may choose decorative images only. Remind them that images should help explain the career.
Which one is a qualification?
Teamwork
GCSEs
Accuracy
Communication
Tests the important distinction between skills and qualifications from slide 9.
Complete the career research text
When you research a career, explain what the job involves and list typical duties. You should also add salary, pros and cons, and at least two images that support the information.
Echoes the main structure of Part 2 and the reminder that images should support meaning.
Why is a skill not the same as a qualification?
Expected answer elements: students should explain that skills are things a person can do, while qualifications are awards, courses, certificates, licences, or completed training. Accept short simple examples.
Part 3: Further Education and Training
Research a course or training programme linked to your chosen career.
Include:
course title
entry requirements
length of course
units or subjects studied
where it can be completed
what it can lead to
This section helps students connect a career goal with a realistic progression route.
Course title and entry requirements
Start with the basic facts.
Add:
the full course name
what qualifications or grades are needed
any age, interview, or experience requirements
If students research apprenticeships or training programmes, 'entry requirements' may include English, maths, practical interest, or employer checks.
Length and subjects studied
Show what the course is like.
Include:
how long it lasts
full-time or part-time study
key units or subjects
This helps explain what knowledge and skills the course develops.
Encourage students to choose only the main units, not copy a very long list from a website.
Where it can be completed
Explain where the training happens.
It may be at:
a college
a sixth form
a university
a workplace
an apprenticeship provider
online or blended learning
This is a useful point to mention local options if relevant, but students can also research national providers.
What opportunities it can lead to
A course is a progression route.
It can lead to:
a higher-level course
an apprenticeship
a job role
work experience
professional training later
Make the link to the chosen career clear.
Students should not treat the course as the end point. Emphasise the next step after the course.
What is a course meant to lead to?
Only one lesson
A progression route
Just a salary
Only an image
Checks understanding of the key idea from slide 16: a course is a progression route, not the final end point.
Complete the training information
A course section should include entry requirements, the length of the course, and the subjects studied. It should also explain where it can be completed and what opportunities it can lead to.
Uses the core headings students need for Part 3.
Part 4: Employability Skills
Explain these five employability skills:
communication
teamwork
problem solving
time management
digital skills
For each one, say why it matters in your chosen career.
Keep the language practical. Students should link each skill to real work tasks, not give dictionary-style definitions only.
Communication and teamwork
Teamwork means working well with other people.
It includes:
helping others
sharing jobs
respecting ideas
reaching a common goal
Many careers need people to cooperate every day.
Communication
Teamwork
Communication means sharing information clearly.
It may include:
speaking
listening
writing
body language
In work, it helps people understand instructions and work safely.
Ask students to connect each skill to their chosen career, for example talking to customers, updating colleagues, or working with staff on a shift.
Problem solving and time management
Time management means using time well.
It includes:
being on time
meeting deadlines
planning tasks
finishing work in order of importance
Time management
Problem solving
Problem solving means finding answers when something is wrong or difficult.
It involves:
noticing the issue
thinking of options
choosing a solution
checking if it works
Students may find these skills abstract. Encourage examples from school, placements, hobbies, or home life to make them easier to explain.
Digital skills
Digital skills are important in many jobs.
They may include:
sending emails
using software
searching for information
entering data
staying safe online
Choose examples that match the career.
Some students may think digital skills only mean coding. Broaden this to everyday workplace technology.
Link skills to the career
Do more than name the skill.
Use this pattern:
Skill - why it is important - example in the job
Example:
Communication - important for giving clear information - used when speaking to customers or patients
This structure supports short, accurate explanations and stops students from writing very general points.
Which skill means using time well?
Teamwork
Digital skills
Communication
Time management
Simple recall check suited to A2 learners before they apply the skills to a chosen career.
Complete the employability text
In your presentation, do more than name the skill. Explain why it is important and give an example in the job.
Reinforces the sentence pattern from slide 21: skill - why it is important - example in the job.
Pick one skill and say how it helps in a job
Expected answer elements: a suitable answer links one employability skill to a real task in the chosen career, for example communication with customers, teamwork on shifts, problem solving with faults, time management for deadlines, or digital skills for software and email.
Part 5: Reflection
Finish with a short reflection.
Answer:
Why did you choose this career?
What interests you most about it?
What challenges might you face?
What are your next steps?
Reflection should sound personal and honest. Students do not need long answers; they need clear ones.
Reflecting on choice and interest
Explain your reasons.
You might mention:
your interests
your strengths
people who inspired you
the type of work you enjoy
what you want in the future
This slide links back to Part 1 so the presentation feels coherent rather than like separate tasks.
Reflecting on challenges and next steps
Be realistic about what comes next.
Challenges may include:
entry requirements
confidence
cost or travel
gaining experience
Next steps may include:
researching more
improving skills
applying for a course
asking for advice
Students should see challenges as things to plan for, not reasons to give up.
Which reflection question may be hardest to answer?
Why this career
Main interest
Possible challenges
Next steps
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What helped you most in this lesson?
Metacognitive reflection. Encourage short honest answers about what part of the lesson or task structure supported them best.
What is one thing you will remember?
Metacognitive exit ticket. Accept simple answers such as one fact, one section, one useful phrase, or one planning idea they will remember.
Glossary
career - a job or type of work someone chooses and develops over time
strength - something you do well
skill - an ability you can learn and improve
qualification - an award that shows you have completed study or training
salary - the money paid for a job
course - a programme of study or training
entry requirements - the qualifications or conditions needed to start a course or job
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Glossary
progression route - the next step from learning to further study or work
employability - the skills and qualities that help someone get and keep a job
communication - sharing information clearly with others
teamwork - working well with other people
problem solving - finding answers to difficulties
time management - planning and using time well
digital skills - using technology safely and effectively
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