The activities planned in the unit work together to help children explore and learn about careers they might encounter during the school year. This might happen during a specific activity at school (e.g. inviting a parent or a professional at school) or during a school trip. The structure of the activity can be also used in the form of a group work to be done at home.

The Unit can be run throughout the school year with the possibility of creating a class or individual database of careers.

Stage 1.
Children are introduced to the world of careers with a simple and fun “Guess who game”. The teacher reads (or presents using a Powerpoint presentation) the features of the professional profiles to be guessed and invites children to guess. Children can work individually or in groups. It is recommended to have small groups. The team who correctly guesses more job profiles wins. The activity offers a first gamified approach to careers and explores features of work which aim at enriching understanding of careers. 

Stage 2.
Children are now invited to ask the teacher questions to guess the described career. This version of the “Guess who” game asks children to formulate questions which can be only answered with yes or no. This aims at familiarising children with the idea of interviewing professionals (Stage 3) and teaches them how to describe a career (e.g. which tools, where the professional works, what skills, educational journey, etc.). 

Stage 3.
This activity consists in preparing students to interview a professional. Students are divided in groups and are given a blank ID form of a professional. They are invited to decide the areas/fields to describe the professional profile. Children are taught that the forms they will create will be used to guide the interview of professionals who they will meet in the school year. Each group is given 15 minutes to think of the structure of the ID form. Once done, the teacher leads the creation of a communal ID form putting together the inputs of the students and highlighting fields which are eventually not mentioned by the students (see example ID form). 

Stage 4.
This activity consists in the interview of a professional. This can be done in different settings and situations (e.g. inviting a professional to school or a parent, during school trips, etc.). 

During the activity, students are provided with the final ID form they have created in the previous stage and are invited to fill it in during the interview. The teacher is invited to allocate specific responsibilities to different children in the classroom according to the sections suggested in the ID form. 

This is a suggestion of responsibilities within a classroom which will need to be aligned to the final ID form collectively created. 

• 2 students can be the official interviewers and can chair the session. 
• 1 student can be the tools expert (“which are the main tools?”)
•  1 student can be the curiosity expert (“curiosity”, “are there curious/unexpected/particular aspects in your work?”)
•  1 student can be the context expert (“where can she/he work? who are her/his colleagues?”) 
• 1 student can be the “important ingredients” expert (“what skills does she/he need? What things should she/he like to be able to do this job?”). The pupil responsible for this section can be invited by the teacher to ask specific questions regarding intercultural skills. 
• 1 student can be the future expert (“the future of this career” – in the section together with “curiosity”). 

The teacher invites the responsible students to ask questions to the professional and invites all the students to take notes to fill in the ID form. The 2 official interviewers are invited to coordinate the session together with the teacher. 

It is recommended to save 5 minutes at the end of the activity for thanking the professional and asking children to summarize what heard during the interview.

The ID created can be added to a personal career database.