VOCATION, VOCATION, VOCATION

PROGRAMME 1: DANIELLE

ACTIVITIES

Guidance

As well as being used with whole classes, this programme could be used with individual students who are lacking in motivation and struggling with subject/course work.

Also, any student with an interest in joining the police force would find this programme very useful and inspiring. It could be used as part of the careers programme during the first year of post-16 education when students are thinking about what to do in the future.

Before viewing

Discussion questions for small groups or pairs:

• How do you feel about your subjects or courses so far? Do you have any concerns or worries? If so who do you need to talk to?
• If you were completely clueless about your future career, what would you do?
• Tell your partner what you think their top three skills are, and think of jobs that would need these skills.
• Imagine a girl was interested in becoming a police officer or an interior designer. These are very different jobs, but what do they have in common? Why might one person be interested in both these jobs?

After/during viewing

Some or all of the following activities relate to specific clips from the programme. We regret that we cannot make these clips available on the website. Teachers and other users can access the programmes free of charge from the Channel 4 video on demand service, 4oD (PC only), or the programmes may be taped off air for use in the classroom (see TV listings for the current term's schedule). Please note that the clip times will vary on different viewing platforms and devices.

Activities linked to clips

Download activity sheet for clips 1-3 [Word doc, 41KB]

The Bill!
Clip 1: 05.06 – 09.13

• Opens with David saying, 'Danielle is ready for her first challenge.'
• Closes with David saying, 'Now we have got to deal with her creative side.'

Complete the question sheet (included in the downloadable activity sheet) in pairs. Questions repeated below:

How did Danielle get on with the mock crime scene situation? Is there anything else you would have done or said? What feedback did she get from the police officer?

What did she find out about the police force? How did she feel about the experience?

What skills and personal qualities does it take to be a police officer?

Interior design
Clip 2: 09.55 – 14.32

• Opens with Ann saying, 'Today we are going to discover whether Danielle's real vocation lies in being creative.'
• Closes with David saying, 'Danielle has set her standards so high, Sebastian's praise has fallen on deaf ears.'

Complete the question sheet (included in the downloadable activity sheet) in pairs. Questions repeated below:

What do you think of Danielle's presentation to the interior designer? What feedback does he give her?

Why does she lose confidence?

What is Danielle's opinion of this experience? What does she learn from it?

Why is it important to try things out for real like this?

Should Danielle keep looking into this career option or forget it?

Back to school
Clip 3: 15.57 – 19.14

• Opens with Ann saying, '…but we've got to see how she deals with a real life situation.'
• Closes with David saying, '…but you will be expected demonstrate that you have the intelligence, maturity and responsibility to cut it in what is one of the toughest jobs.'

Complete the question sheet (included in the downloadable activity sheet) in pairs. Questions repeated below:

Why did they bring her to a school to find out what police officers do?

What did she learn about her skills though this experience?

What would Danielle need to do if she wanted to get into the police force? What are the advantages of being a police officer and what might be the problems? Or do this for a different vocation.