Jobs grade 8 booklet 3 student 2013

JOBS Grade 8

The world of JOBS.

J obs Booklet No.

Exploring a box full of surprises.

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www.jobsproject.ro Written in cooperation between the Ministry of National Education (MNE) Romania www.edu.ro and the Center for International Cooperation IPE at Zurich University of Teacher Education, Switzerland. www.phzh.ch/ipe Zurich, Bucharest, Brasov 2012

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JOBS - Booklet 3

Booklet 3 Grade 8

The world of JOBS Exploring a box full of surprises

Topic 1: What is work ?

Analysing and reflecting what “work” means

Task 1: Thinking about work and what it means to you Task 2: Different definitions of what work could be Task 3: What I know about professions Task 4: What I am told to do, what I like to do Task 5: Homework: What I do during a day in my week

Topic 2: What is your job like ?

Analysing and discussing different working conditions

Task 1: Getting an overview of all the jobs collected in class Task 2: Share your homework Task 3: Each job has its own character! Part I Task 4: Each job has its own character! Part II Task 5: Professional fields Task 6: Why do young people want to earn money ?

Topic 3: Earning money for our future

Discussing the term salary.

Task 1: The survey?

Task 2: What would I use money for?

Task 3: What is in a salary?

Topic 4: How expensive is life ?

Understanding and discussing standards of living.

Task 1: My bulletin board!

Task 2: Income can differ highly!

Task 3: Differences in income: how just are they?

Task 4: How expensive is life?

Task 5: Reflection of Booklet 3

JOBS - Booklet 3

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Booklet 3 - Topic 1: What is work ?

Analysing and reflecting what “work” means.

Free time/leisure Leisure, or free time, is time spent away from business, work, and domestic things. It is also the period of time before or after necessary activities such as eating, sleeping and education.

Booklet 3 – Topic 1 - Task 1: Thinking about work and what it means to you

The task: X

25’

Work or spare time ? You think about your values and your experiences and you make decisions.

Classroom organisation: Individual work and pair work.

Procedure: 1 ) Read the introduction to the photos 2 ) Look at the photos and fill in the list: a. Give the picture an interesting title b. Decide for YOURSELF: Is it rather spare time or work on the scale 1 – 10 ( 10=max. )? c. Find nouns, verbs, adjectives that describe the activity.

Think also about things you don’t see on the picture and still belong to it. d. Give your own comment ( experience, opinion, dangers,

possibilities etc. ). e. Show your result to your next neighbour in class. Find differences and similarities and find out why it is so.

Materials: - Booklet 3

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Booklet 3 - Topic 1: What is work?

Introduction You know school life and you know your family life.

Maybe you also know family as a part of work if your family runs a business or has got a farm. In your spare time you might have also experienced what it is like to work (helping out, babysitting, farm work etc.).

A lot of young people in many countries have to work in order to support their families and to secure surviving. Already as children they are involved in economical processes and often have got little chances to receive good training and education.

The pictures you choose shall help you to think about your own point of view: What do you see as spare time activity? When does serious work start?

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Booklet 3 - Topic 1: What is work?

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Picture 1

Work

My title:

1____2____3____4____5____6____7____8____9____10

Nouns

Verbs

Spare time

Adjectives

My comment:

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Booklet 3 - Topic 1: What is work ?

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Picture 2

Work

My title:

1____2____3____4____5____6____7____8____9____10

Nouns

Verbs

Spare time

Adjectives

My comment:

Booklet 3 - Topic 1: What is work?

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Picture 3

Work

My title:

1____2____3____4____5____6____7____8____9____10

Nouns

Verbs

My comment:

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Booklet 3 - Topic 1: What is work?

Adjectives

Spare time

Picture 4

Work

My title:

1____2____3____4____5____6____7____8____9____10

Nouns

Verbs

Spare time

Adjectives

My comment:

Booklet 3 - Topic 1: What is work?

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Picture 5

Work

My title:

1____2____3____4____5____6____7____8____9____10

Nouns

Verbs

My comment:

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Booklet 3 - Topic 1: What is work?

Adjectives

Spare time

Picture 6

Work

My title:

1____2____3____4____5____6____7____8____9____10

Nouns

Verbs

Spare time

Adjectives

My comment:

Booklet 3 - Topic 1: What is work?

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Booklet 3 – Topic 1 - Task 2: Different definitions of what work could be

X

The task: You define the term ‘work’ and you compare with others.

X

Classroom organisation: 15’

First you work alone, then in a group of four. Make sure that the seating arrangement fits your purpose.

Procedure:

1 ) You try to find a good definition of ‘work’.

2 ) You get together with 3 other classmates. You read it aloud to each other and you find a common definition by taking out the best parts from each other.

3 ) You present your definition to the class.

Materials: - Booklets 2 and 3

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Booklet 3 - Topic 1: What is work?

My definition of ‘work’: ( Possible start of my definition: A work is, when…. Work means, that… Having a work means…)

Our group definition:

Members of my group:

Booklet 3 - Topic 1: What is work?

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Booklet 3 – Topic 1 - Task 3: What I know about professions

The task: X X 40’

Do a brainstorming about everything you already know about different professions. In pair work you work on your interests again and find the ones that match the two of you.

Classroom organisation: Sit in pairs. Later on presenting in class.

Procedure: 1 ) In booklet 2 you have already worked about interests. On the

following page you can see the fields of interests again. Take

out booklet 2 again ( topic 1, task 2 ) and read carefully what

you wrote down as your speficic interests and leave the open

booklet next to you.

2 ) What could be small jobs you would like to do?

3 ) What does your classmate who you work with like to do ? Does

it match your interests?

4 ) Draw small pictures for jobs that would match you and your classmate.

5 ) Prepare two activities in miming ( gestures ) to show to your

colleagues. They have to guess the activities.

Materials: - Booklets 2 and 3

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Booklet 3 - Topic 1: What is work?

Fields of interests ( repetition of booklet 2 )

1 Nature

2 Sports

3 Household, Cooking

4 Arts and Design 5 Decorating, Repairing, 6 Technical tinkering, Producing Experimenting

7 Buying, Selling, Collecting things

8 Reading, Getting informed

9 Working with people

Booklet 3 - Topic 1: What is work?

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Find at least 3 activities for yourself and make small sketches of them. Fill in this table.

Sketch of the activity I can do…

Because these are the competences I have…

Finish this sentence: Out of these activities I feel that __________________ matches most to me because…

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Booklet 3 - Topic 1: What is work?

Booklet 3 – Topic 1 - Task 4: What I am told to do, what I like to do

X

The task: You analyse your daily work and describe how you think about it.

Classroom organisation: You work individually.

25’

Procedure:

1 ) Stick a photo of yourself in the middle of the work sheet or draw yourself. Look at the toolbox at the tool nr. 8 “Mind maps“.

2 ) Around your picture you write down activities and tasks that others tell you to do and that you do voluntarily.

3 ) Indicate the difference by a different writing or different colour. Add sketches to the writing.

Materials: - Your notes - Goals of the yearly programme JOBS ( following pages ) - Template for a short presentation - Toolbox nr. 11 “Planning and giving presentations” - Toolbox nr. 8 “Mind maps“

Booklet 3 - Topic 1: What is work?

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What family members, teachers etc. ask me to do: What I do without being told:

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Booklet 3 - Topic 1: What is work?

Booklet 3 – Topic 1 - Task 5: What I do during a day in my week

X

The task: You try to write a protocol of one day in your ‘work’-week.

Classroom organisation: homework

Individual work.

Procedure:

1 ) 2 ) 3 ) 4 )

You choose a day you will analyse.

Describe the work you do during this day.

List them on the worksheet in the booklet.

Write your comment ( You know by now: a comment is often a short reflection and it cannot be right or wrong. It gives you the place to think. ).

Materials: - Slips of paper ( keep it environmentally friendly and use the back of eg. old photocopies etc. )

Booklet 3 - Topic 1: What is work?

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Total hours:

My comments: ( I am surprised by the fact that.., I have learned about me, that… etc. )

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Booklet 3 - Topic 1: What is work?

Viewed as “spare time”

Viewed as “work”

Activity What?

Did it voluntarily

Time: from when till when ?

Did not like

Weekday and Date:

Liked very much

A day in my life.

Individual notes:

1 ) How much free time do you have in a week?

2 ) What are you doing during the free time?

3 ) How much time do you work in a week?

4 ) What is for you the difference between work and free time?

Booklet 3 - Topic 1: What is work?

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Booklet 3 - Topic 2: What is your job like ?

Analysing and discussing different work conditions.

Working conditions Working conditions refers to the working environment and aspects of an employee’s terms and conditions of employment. This covers such matters as: the organisation of work and work activities; training, skills and employability; health, safety and well-being; and working time and work-life balance.

Booklet 3 – Topic 2 - Task 1: Getting an overview of all the jobs collected in class

The task: X

You compare different definitions of work.

X

Classroom organisation:

15’

First in the last week’s group, then in a semi-circle in front of the blackboard ( with or without chairs ).

Procedure:

1 ) Write your groups definition of work ( last week’s task 2 ) on a

slip of paper and put it up the blackboard next to the others or

write it directly on the blackboard.

2 ) Read all the definitions and discuss in front of the blackboard

the differences.

a. Are there elements you find in many definitions ? Which ones?

b. Do you find something that is only in one or few?

c. What makes your own definition special?

3 ) Find in the dictionary the definition of “work”.

4 ) Compare your definition with the one from the dictionary.

Materials: - Slips of paper - Adhesive tape for the blackboard - Booklet 3 - Dictionary

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Booklet 3 - Topic 2: What is your job like?

Booklet 3 – Topic 2 - Task 2: Share your homework

The task: X

You understand how an interview works and apply quality criteria on it.

X 15’/ 15’

Classroom organisation: You work in the last weeks’ groups.

Procedure:

1 ) In your group you present to each other your homework

‘The programme of my working day’.

2 ) Points to be discussed:

a. What elements could be looked more as work and what

more as hobby or leisure ?

b. What is surprising to you when you hear the others day-description?

3 ) Prepare a short 3 minute presentation ( tool 11 ) of your groups’

discussions ( Who will present ?Support him/her to be pre pared. ) 4 ) Be prepared for the presentation in front of the whole class.

Materials: - Last weeks’ homework: ‘The programme of my working day.’

- Toolbox nr. 11 “Planning and giving presentations“

Booklet 3 - Topic 2: What is your job like?

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Booklet 3 – Topic 2 - Task 3: Each job has its own character! Part I

X

The task: You learn about aspects that make different professions comparable.

Classroom organisation: Individual work.

35’

Procedure:

1 ) You go through the list ‘aspects of jobs’ from the next page.

Fill in what you know about the different terms. Ask somebody if you don’t know ( first a colleague, then if necessary the teacher ).

2 ) Compare your results with the results of a colleague or even two if there is enough time left.

3 ) Make corrections if necessary.

Materials: - Booklet 3

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Booklet 3 - Topic 2: What is your job like?

Do you know these terms?

Employment:

Self-employment:

Job position:

Full-time work:

Part-time work:

Reputation:

Status:

Booklet 3 - Topic 2: What is your job like?

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Booklet 3 – Topic 2 - Task 4: Each job has its own character! Part II

X

The task: You learn about aspects that make different professions comparable and assign jobs to them.

Classroom organisation: 15’ Individual work.

Procedure:

1 ) You go through the list ‘aspects of jobs’ from the next page.

2 ) Be sure you have understood well. Otherwise you ask ( first different classmates if necessary, then the teacher ). Use the knowledge you have collected in the previous task.

3 ) You find examples of existing professions for all the aspects.

Materials: - Tool 6: “Carrying out interviews and surveys” - Template for a questionnaire

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Booklet 3 - Topic 2: What is your job like?

Aspects of jobs: A job is characterized by a number of things.

Find examples of jobs and professions! a ) Employment or self-employment: Do you work for a company or do you own your own business?

Employment

Self-employment

b ) Job position: Do you fulfil tasks as a worker or do you delegate tasks to other people ? Are you responsible for a certain field ? Are you somebody’s boss?

Rather boss which delegates.

Rather worker which fulfils.

c ) Working hours: Do you work full-time or less ? Do you work only in winter/only in summer ?

Do you work in shifts ?

Full-time Part-time

d ) Salary: How are you paid for your work ? Is it a “good” salary ? Or do you think that people in this job should earn more ? Can a person live on this money ?

Rather high salary

Rather modest salary

e ) Reputation and status: Are you proud that you have this job ? Do people in this job get a “good” reputation for it ? Is this job of high status in society?

Rather high status

Rather low status

Booklet 3 - Topic 2: What is your job like?

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Booklet 3 – Topic 2 - Task 5: Professional fields

X

The task:

X

You can explain professional fields and you have assigned jobs to these fields.

X

Classroom organisation:

30’

Work in pairs.

Procedure:

1 ) You go through the worksheet ‘professional fields’.

2 ) Tear or cut little slips of paper ( use as much as possible the

backside of used copy paper etc. ) and collect as many jobs

for all the fields as possible by writing each on one slip. Think

also about the fact, that there might be a male or/and a female

expression for the job.

3 ) Together with your teacher you will bring all your proposals

into the class discussion. Proposal: all the seven fields are writ-

ten on pieces of paper and lay on the floor. You sit around

the circle on your chairs and you assign your proposals to the

seven fields and discuss the results.

4 ) After this exercise you copy the class result into your booklet

by underlining the proposals that came from the work in your pair.

Materials: - Slips of paper - Booklet 3

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Booklet 3 - Topic 2: What is your job like?

Example:

r e t i a w ss/ e r t i a w es: Servic

Services:

administrato r Services:

t n a t n u o c c bank a

Social w ork:

youth worker ies l i m a f g n u f yo o g n i l e s n u co : Social work

Booklet 3 - Topic 2: What is your job like?

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An often used way of describing a job is by looking at the work itself.

The following list gives a rough overview of seven professional fields. This is not the only classification system. But it is one that can be easily understood.

Services All the examples your class has collected ( yours especially marked ):

Industrie All the examples your class has collected ( yours especially marked ):

Education All the examples your class has collected ( yours especially marked ):

Health All the examples your class has collected ( yours especially marked ):

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Booklet 3 - Topic 2: What is your job like?

Crafts All the examples your class has collected ( yours especially marked ):

Public Management All the examples your class has collected ( yours especially marked ):

Social work All the examples your class has collected ( yours especially marked ):

Booklet 3 - Topic 2: What is your job like?

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Booklet 3 – Topic 2 - Task 6: Why do young people want to earn money ?

X

The task: You take notes to describe your own thoughts about working for money as student.

Homework

Classroom organisation: You start in school and finish the task as homework ( research work ).

Procedure:

1 ) Take notes or make a drawing that represent your thoughts 2 ) This means: think

Materials: - Toolbox - Booklet - Internet - Books - Newspapers - Coloured pens

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Booklet 3 - Topic 2: What is your job like?

A lot of young people earn money in the afternoons or evenings or take up temporary jobs during holidays. You might have made this experience yourself. There are several reasons why young people want to earn money.

Think about the reasons why young people want to earn money even if they still go to school.

First, make a brainstorming yourself. Watch out for different ideas. Use the space below for a collection of key words, for a drawing, for a comic.

Why do young people/students want to earn money?

Booklet 3 - Topic 2: What is your job like?

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Booklet 3 - Topic 3: What a salary is good for!

What is a salary?

A salary is a form of periodic payment from an employer to an employee. A salary may be specified in an employment contract. A salary is contrasted with piece wages, where each job, hour or other unit is paid separately, rather than on a periodic basis.

Booklet 3 – Topic 3 - Task 1: The survey

The task: X

You will know more about if and how your school mates earn money and what for.

Classroom organisation: 60‘

You work in small groups of three maximum four.

Procedure:

1 ) 2 )

3 )

4 )

5 ) 6 )

Read the description carefully and prepare yourself.

Use for your preparation tool 6 thinking of the six steps menti- oned in there: - goal - preparation - questions - conducting the interview - evaluation - presentation Test your interview in your own group. Ask each other the different questions and see what possible answers could be.

Divide the roles. They also might change from interview to interview.

If you can and want to, take pictures with a digital camera.

Find a form in which you want to write a report about the results. You can integrate the pictures into the report if you like.

Materials: - Toolbox 6 - Booklet - A digital camera if needed or possible

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Booklet 3 - Topic 3: Earning money for our future

Description Make a small qualitative survey in your school. Take notes ( you can add them afterwards into the folder ).

Make short interviews with at least five school mates.

1 ) 2 ) 3 ) 4 ) 5 )

When do you earn money?

How do you do it?

When did you start doing it?

What do you use the money for?

Maybe some additional question/s

Overview of all different answers to the first question: When do you earn money?

Overview of all different answers to the second question: How do you do it. What job/s?

Booklet 3 - Topic 3: Earning money for our future

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Overview of all different answers to the third question: When did you start doing it ? Who helped you finding the job?

Overview of all different answers to the forth question: What do you use your money for?

Overview of all different answers to additional questions:

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Booklet 3 - Topic 3: Earning money for our future

Booklet 3 – Topic 3 - Task 2: What would I use money for ?

X

The task: You think about your own way of spending money.

X X

Classroom organisation:

45’

You work on your own.

Procedure:

1 ) You carefully read the short description.

2 ) Before you start writing, you do some thinking. Maybe you take some notes first, or you start with a short discussion with a classmate. Or you make a mind map, or you just sit for a mo- ment and think about what you want to write.

3 ) Take a good moment’s time for it. It can be a nice essay at the end! If you need more space than given in the booklet, add just more empty sheets!

Materials: - Booklet 3

Booklet 3 - Topic 3: Earning money for our future

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Description:

Think about your present situation. Why do you want to earn money now ? If you don’t have a job in the afternoons, evenings or holidays, if you had one: What would you use your money for ? Take sheet of paper, title it:

“With the money that I earn myself I want to …”

Try not to please anybody with your ideas. Try to be honest with yourself. But also start a thinking process about your plans, ideas and about your future.

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Booklet 3 - Topic 3: Earning money for our future

Booklet 3 – Topic 3 - Task 3: What is in a salary?

XX X XX 60’

The task: You will start understanding, what a salary is for and what elements it consists of.

Classroom organisation: First you work by yourself, then your share your results with a partner and then in a discussion moderated by the teacher.

Procedure:

1 ) You read the short information block on the next page.

2 ) Try to explain the elements of a salary by answering the questi- ons on the next pages.

3 ) Sit together with a partner and discuss your findings. Try to close gaps if you could not answer a question.

4 ) Be prepared for the class discussion conducted by the teacher.

Materials: - Toolbox - Booklet 3 - Maybe Internet - Maybe books - Maybe newspapers

Booklet 3 - Topic 3: Earning money for our future

45

Information What a salary contains: Information: If you earn money, you receive a “salary”. Normally, people who work receive a salary at the end of the month. In certain professional fields it is common to pay people for the amount of hours they worked.

Other forms of payment are: - To pay people for the number of pieces they produced ( piece rate wages ) - To pay people additionally for the profit the company makes in case the company is well off ( commission ) - To pay people in natural goods instead of money ( wages in kind ) The amount that a person earns at the end of the month is written in a contract. This contract is signed by the employer and the employee.

But: At the end of the month, when the person receives his/her salary, it is less than in the con tract. Why? You will find out about the pay check in the following exercise.

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Booklet 3 - Topic 3: Earning money for our future

On a pay-slip you normally find the following terms written:

Payroll accounting ( 2011 )*:

RON

Basis/Number Inclusion Deduction Total Basic salary 780.00

Additional allowances: Children and family allowance 2 children 100.00

100.00 Night allowance 4 nights 80.00

80.00

Gross salary 960.00 Contribution: ( 137) Retirement pension insurance ( 10.5% ) ** 830.00

87.00 Health insurance ( 5.5% ) 830.00

46.00 Unemployment ( 0.5% ) 830.00 4.00 Taxes 16% 823.00

132.00

Net salary 691.00

* The table is just illustrating the components of a salary ** Children and family allowances do not count as reference salary. Therefore, also no deductions are made for it. The reference salary is the basic salary ( 780 ) plus the night allowance ( 80 ).

What are the deductions for that are mentioned in the payroll?

Why retirement pension insurance:

Why health insurance:

Why unemployment insurance:

Booklet 3 - Topic 3: Earning money for our future

47

Why taxes:

Can you explain the differences between taxes and the above mentioned deductions?

Differences the way I understand it

In the followed class discussion the teacher might want to hear your results. Be prepared to present them!

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Booklet 3 - Topic 3: Earning money for our future

Booklet 3 - Topic 4: How expensive is life?

Understanding and discussing standards of living and how to handle money What is a standard of living?

Standard of living is generally measured by standards such as real ( i.e. inflation adjusted ) income per person and poverty rate. Other measures such as access and quality of health care, income growth, inequality and educational standards are also used. Examples are access to certain goods ( such as number of refrigerators per 1000 people ), or measures of health such as life expectancy.

It is the ease by which people living in a time or place are able to satisfy their needs and/or wants.

Booklet 3 – Topic 4 - Task 1: My bulletin board!

X

The task: You become clearer about how you think about the topic of money.

Classroom organisation: 30’

Individual work.

Procedure:

1 ) Look at the bulletin board on the next page.

2 ) When you read the quotes on the bulletin board make sure, you understand the consequences of the positions behind all of them.

3 ) Chose some that match you and write them into the empty bulletin board next page. Write now your own ways of thinking about money.

Materials: - Booklet 3

52

Booklet 3 - Topic 4: How expensive is life?

Look at the following bulletin board. You can see a lot of different slips representing different opinions about money. Which ones would you pick and stick on your own bulletin board ? Copy them and write them on the empty clipboard next page.

I often talk about money at home.

I know what my parents earn.

I often talk about money with my friends. I know how much money they get every month.

I think I don’t get enough money from my parents every month. I would need more.

I never talk about money with my friends. It is somehow uncomfortable.

As a boss of a company I would openly tell all workers what they and others earn

At home we never talk about money.

I don’t know how much my parents earn.

I think I get enough money every month from my parents. Most of the time I can manage.

As a boss of a company I would never tell my workers how much their colleagues earn.

Booklet 3 - Topic 4: How expensive is life?

53

Create your own bulletin board and also indicate why you chose the different post-its. You also have space to choose your own statement for a post-it. This is my own bulletin-board: If you have real post-its, use those. If you don’t, please use this template:

54

Booklet 3 - Topic 4: How expensive is life?

Booklet 3 – Topic 4 - Task 2: Income can differ highly!

The task: Find out more about your own values of work.

X X

Classroom organisation:

20’

You set up the room for group work ( tables of four ).

Procedure:

1 ) You sit in groups of four.

2 ) You cut or tear two sheets in small pieces ( 16 per sheet ).

3 ) You write all the professions you see on next page, each on one piece.

4 ) Now you shift the pieces around so you find a groups solution ( discuss differences, don’t give up your own position too fast ) for a list: who earns most, who earns least for the moment in your country ? But attention: the result only represents the statistics. This might not reflect the exact situation in life!

5 ) Visit other groups to share and compare.

In the next task you will find the statistics of Romania. And

please!!! Don’t look up the following page. Don’t spoil the game! It is not about winning or loosing, it is about thinking and discussing, guessing and comparing!

Materials: - Booklet 3 - ( one sided used ) sheets of paper - Scissors if possible

Booklet 3 - Topic 4: How expensive is life?

55

Profession

chanic e m r Ca

Teacher

Comput er

Engineer

Program mer

nist Hotel receptio

aid Chamberm

hter Firefig

Accountan t

se Auxiliary nur

Furniture fin is

Bus driver

her

Miner

Baker

Airline Pilo t

Carpenter

ndant Flight atte

Prof essio nal n u

rse

erson Salesp

Dentist

Postman

Garment Cut

ter

ysician h P l a r e n e G sor s e f Pro

Office cler k

apist Physiother 56

Booklet 3 - Topic 4: How expensive is life?

r Wood grinde

Booklet 3 Topic 4 - Task 3: Differences in income: how just are they?

The task: X

You learn about different income levels in your country and you start thinking about reasons.

X

Classroom organisation: You keep working in the groups.

Procedure:

1 ) You now look up the statistics printed on the following page.

2 ) You might look it up in the internet, because it could have changed slightly in the meanwhile.

3 ) Compare it with your own list: a. What are the surprising differences? b. Where do your results match?

4 ) Now think about reasons by choosing one profession from the upper part and one from the lower part of the list.

5 ) Use the form in your booklet as a support.

Materials: - Booklet 3 - Maybe internet

Booklet 3 - Topic 4: How expensive is life?

57

Here you can find the average salaries of people in different jobs in Romania. How does it match your own guesses ? What is surprising for you ? From your point of view: what makes the differences so huge ? Choose two examples, one from the top part of the list, one from the lower part. What makes the differences so high ? Is there a reason that can be explained ? Is it justified ? Is it just ?

Attention! This is again not a question of right or wrong. There can be many different positions and opinions! Stand for your positions, but listen to the others! You might think your position through once more. Matrix from: www.worldsalaries.org

JOB

Monthly salary ( Lei )

Airline Pilot 5’784 Computer Programmer 2’820 Accountant 2’570 Profesor 2’168 Flight attendant

1’906

Miner 1’891 General Physician 1’771 Engineer 1’505 Teacher 1’244 Professional nurse 1’105 Dentist 1’032 Physiotherapist 915 Office clerk 896 Bus driver 883 Garment Cutter 878 Wood grinder 720 Car mechanic 714 Carpenter 629 Auxiliary nurse 627 Furniture finisher 584 Postman 559 Hotel receptionist 551 Baker 545 Firefighter 525 Salesperson 519 Chambermaid 511

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Booklet 3 - Topic 4: How expensive is life?

Key questions

Describe the importance of this job for society. What would happen without it?

What is the education needed to full fill this job?

Describe the status this job has in your society?

Job 1

Job 2

As far as you know: is it rather a male or a female job ?

Take the higher income as 100% and calculate how many percent less the second job earns.

Give your personal opinion:

Booklet 3 - Topic 4: How expensive is life?

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Booklet 3 – Topic 4 - Task 4: How expensive is life?

X

The task: You will know what the basic costs of living are.

X Homework

Classroom organisation: You start working in school and then do the research as homework for next week.

Procedure:

1 ) Use your imagination: Imagine having a job. You live alone in a small flat. Estimate how much you think you will have to pay every month. Fill in the sheet with your estimated amounts ( Matrix A ).

2 ) As a second step you collect all information in real life. Go into a shop, or ask people outside and try to find the approxi- mate real numbers. Fill in a second sheet ( Matrix B ).

3 ) What do you notice ? Are you surprised ? Would you have ex- pected something different ? What ? What do you think ?

Materials: - Toolbox - Booklet 3 - Internet - Newspapers

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Booklet 3 - Topic 4: How expensive is life?

Matrix A: Estimate

Item Estimate Rent For a 1-2 room flat ( including water, heating, electricity etc. ) Insurances Accidents, other Radio and Television Clothes Average for summer and winter clothes, sporting clothes, underwear Household Average for summer and winter clothes, sporting clothes, underwear Food Breakfast Lunch Dinner

_______ Ron x 30 days _______ Ron x 30 days _______ Ron x 30 days TOTAL: _______ Ron

Weekends

Savings ( saving book, bank account etc. ) Saving for holidays Education and Entertainment CDs, DVDs, disco, movies, concerts, parties, restaurant, sweeties, magazines, subscriptions, presents etc.

Telephone and mobile phone Public transport Car Tax, insurance, petrol, repairs

Clubs Fitness club, music club etc.

TOTAL Booklet 3 - Topic 4: How expensive is life?

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Matrix B: Real costs

Item Estimate Rent For a 1-2 room flat ( including water, heating, electricity etc. ) Insurances Accidents, other Radio and Television Clothes Average for summer and winter clothes, sporting clothes, underwear Household Average for summer and winter clothes, sporting clothes, underwear Food Breakfast Lunch Dinner

Weekends

Savings ( saving book, bank account etc. ) Saving for holidays Education and Entertainment CDs, DVDs, disco, movies, concerts, parties, restaurant, sweeties, magazines, subscriptions, presents etc.

Telephone and mobile phone Public transport Car Tax, insurance, petrol, repairs

Clubs Fitness club, music club etc.

TOTAL 62

Booklet 3 - Topic 4: How expensive is life?

_______ Ron x 30 days _______ Ron x 30 days _______ Ron x 30 days TOTAL: _______ Ron

Booklet 3 – Topic 4 - Task 5: Reflection of Booklet 3

The task: X You become aware of what you have worked on in the past month.

X 30’

Classroom organisation: During the first phase you are at your desk.

During the second phase the whole class sits in a circle.

Procedure:

1 ) You are at the end of Booklet 3 and it is time again to look back.

2 ) The questionnaire “Questions for the evaluation” on the

next page will help you reflect on the work you have done so

far. Go through the questions on your own and try to be as

concrete as possible.

3 ) After you have finished with the questionnaire, put your chairs

in a circle. You will talk about your findings in class and discuss

various points. Your teacher chairs the discussion.

4 ) At the end, your teacher will collect all your questionnaires to

get a better impression of how the work with Booklet 3 went.

Materials: - The whole booklet - Notes in your notebook - Cards for the presentation - Questionnaire “Questions for the evaluation” on the next page

Booklet 3 - Topic 4: How expensive is life?

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Questions for the evaluation You will be thinking and writing short texts about two themes:

a ) contentwise, what you learnt, and

b ) you as a learner, how you learnt.

You find a series of questions, but you don’t have to answer them all! Probably you first make a list, or a mindmap before starting writing in this booklet?

Content: “The world of JOBS” - What have you learnt about the world of JOBS? - Which fact impressed you most ? Why? - Which person impressed you most ? Why? - Write a statement about what has become important to you.

- What has surprised you?

- What are you happy about?

- Where do you see problems?

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Booklet 3 - Topic 4: How expensive is life?

You as a learner - What have you learnt about the different work methods?

- Which method can you handle well, which needs further practice?

- Which situations during JOBS-lessons were the best for your learning?

- Which task in this booklet was the easiest, which the most fruitful for you?

- What helps you most in further learning situations?

- What has surprised you?

- What are you happy about?

- Where do you see problems?

Feedback from the teacher:

Date and signature of the teacher: Booklet 3 - Topic 4: How expensive is life?

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The didactical elements of JOBS

1. Task-based-learning

2. From lecturer to facilitator

3. The art of waiting

4. Real time learning

5. Co-operative Learning

6. Differentiation and individual levels of quality

7. Goal-orientation

8. Formative Assessment

9. Creating an atmosphere of trust and respect

10. Diversity and heterogeneity

11. Orientation towards reality