These activities are a timely reminder about how to behave online, and can suit independent learning with minimal virtual support. This lesson is designed to help students understand the significance of their digital footprint and how having a positive online reputation and managing your ‘netiquette’ is crucial to aiming high. By the end of the lesson students will be able to: Understand what is meant by online reputation Identify ways information can be shared online with different people and the positive and negative impact this can have Create posts that can help build a positive online reputation To browse the range of LifeSkills resources, visit www.barclayslifeskills.com/educators How LifeSkills can support you and your students right now The Covid-19 (‘coronavirus’) situation is understandably creating a lot of uncertainty and affecting the teaching community in new and unforeseen ways. We have created this page to support learners, parents and educators during this challenging time. Skills that students learn now will be valuable to their future, helping them to adapt to the education and employment landscape as it changes. Explore the most relevant content for your current teaching environment that can be easily adapted for virtual facilitation. We also have interactive tools, films and articles to suit independent study for students aged 14+. Looking for further assistance using our resources? Our educator calls will be available throughout school closures; please get in touch with a time that suits you for a call.

This lesson is designed to bring enterprise skills to life and inspire students to put them into action with guidance focused around a suite of activities, including a film and interactive content. It also features a visual guide showing several ways the wider suite of LifeSkills resources can support you to bring the different elements of an enterprising mindset to life. By the end of the activity students will be able to: • Understand the different elements of being enterprising and how they work together to help them succeed on their enterprise journey • Demonstrate how they have developed an understanding of enterprise skills within real-world contexts • Identify examples in their own personal development and ongoing learning where they can build the skills needed to be enterprising To browse the range of LifeSkills resources, visit www.barclayslifeskills.com/teachers

This lesson is designed to help students consider their personal brand and how this is reflected in their digital footprint. It also covers good ‘netiquette’ and internet security. By the end of the lesson students will be able to: • Understand what is meant by personal brand and online reputation • Identify how different personal brands can impact job prospects • Identify ways of using online platforms including social media in a job search • Understand ways they may be expected to use online platforms at work To browse the range of LifeSkills resources, visit www.barclayslifeskills.com/teachers

This five-minute quick-fire activity aims to help students: • Understand the idea of using online social networks to develop their careers • Becoming familiar with the idea of a professional social networking site, such as LinkedIn, and what they think employers would make of their social media profiles, if they’re old enough to have them To browse the range of LifeSkills resources, visit www.barclayslifeskills.com/teachers

This lesson is designed to help young people understand how to prepare and practise for an interview. By the end of this lesson young people will be able to: • Identify different types of interview • Explain some ways to prepare for an interview • Practise common interview questions and apply the STAR method • Receive constructive feedback on their performance and reflect on goals for improvement To browse the range of LifeSkills resources, visit www.barclayslifeskills.com/teachers

This lesson is designed to equip young people with an adaptable approach to solving problems, large or small. It includes a video and scenarios that encourage development of practical strategies which can be useful for learning, day to day life, and when in employment. By the end of the activity students will be able to: • Identify problems of different scales and what is needed to solve them • Illustrate the use of an adaptable approach to solving problems • Understand that problem solving is a core transferable skill and identify its usefulness in a work setting • Work in a team to solve a problem This lesson is part of a series covering core transferable skills as part of developing a growth mindset. You can access all seven lessons through the Core transferable skills page To browse the range of LifeSkills resources, visit www.barclayslifeskills.com/teachers

This lesson is designed to help young people understand how to create a standout CV. By the end of the lesson young people will be able to: • Explain what a CV is used for and be familiar with two common formats • Understand that a CV should highlight the skills, qualities, qualifications and experience that a potential employer is looking for • Create a draft CV This lesson is part of a series on CV skills. The second lesson in this series is CV skills lesson two: Fine-tuning your CV to stand out to employers. To browse the range of LifeSkills resources, visit www.barclayslifeskills.com/teachers

This lesson is designed to help students understand and build a personal brand. The activities can be run as one session or alternatively educators can pick and choose which sections to focus on, depending on the stage of their cohort. By the end of this lesson students will be able to: • Recognise how communication and confidence can affect their personal brand • Be able to identify how different personality styles interact in the workplace, as well as their own • Understand personal and organisational values, and their connection to personal brand To browse the range of LifeSkills resources, visit www.barclayslifeskills.com/teachers

LifeSkills helps address the skills gap and youth unemployment challenge, so young people leave education with the skills that businesses need. As technology increasingly shapes the world of work, more importance is being placed on skills like problem solving and resilience to succeed in this changing environment. Through LifeSkills we want to support educators to prepare 11-24 year olds to move forward in the workplace. Find out more about LifeSkills with our overview document. To browse the range of LifeSkills resources, visit www.barclayslifeskills.com/teachers