Different Types of Employment and Income PSHE lesson plan
A secondary PSHE lesson for Years 10 to 13 that helps UK teachers introduce the different ways people can earn money through a structured, ready-to-teach lesson. Pupils learn about types of employment, sources of income and the factors that shape financial choices, building practical knowledge they can apply to future work and money decisions. The lesson gives teachers a clear way to open up discussion about earning money, without needing to prepare additional materials or explain financial concepts from scratch.
Financial Literacy
Snapshot
Different Types of Employment and Income
This lesson gives teachers a structured way to introduce employment types and income sources using clear, age-appropriate language. Feedback: 4.3/5 from 53 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding different ways people can earn money and the factors that shape employment and income choices
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise different types of employment, such as full time, part time, casual and self employment
recognise that income can come from wages, salaries, business earnings or other sources
recognise that pay, hours and job security can vary between different types of work
Understand
understand why people may choose different types of employment at different stages of life
understand how employment type can affect income, stability and financial planning
Practise
practise identifying the type of employment described in a range of everyday examples
practise using accurate language to describe different jobs and income sources
practise thinking through how employment choices connect to budgeting and financial decisions
Who this lesson is for?
This lesson is designed for secondary pupils in Years 10 to 13 who are beginning to think about part time work, future careers or managing their own money.
It is suitable for:
PSHE lessons with a financial capability focus
careers or vocational learning sessions
form time or pastoral discussions about future planning
citizenship or economic wellbeing units
mathematics or consumer education lessons with a money focus
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing financial capability topics Use when pupils are starting a unit on money, work or financial decision making and need foundational language for different income types.
Supporting careers and work readiness learning Use alongside careers education when pupils are exploring future job options or part time work.
Reinforcing budgeting and saving lessons Use before or after budgeting content, so pupils understand how employment type can shape financial planning.
Preparing pupils for part time or first jobs Use as pupils approach an age where part time work becomes relevant, to build realistic expectations about pay and hours.
Revisiting consumer and financial understanding Use when reinforcing wider financial literacy learning about income, spending and decision making.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about work and money that does not rely on personal disclosure.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils are approaching decisions about work, income and money management, often with limited exposure to how different types of employment actually work. Building this understanding early gives pupils a stronger foundation for future financial decisions. Understanding different employment and income types is not only about future jobs. It also helps pupils make sense of family circumstances, part time work opportunities and the financial choices they see around them. This lesson supports pupils to build financial confidence gradually, giving them practical language and knowledge they can draw on as they move towards greater financial independence.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Financial awareness Pupils learn about different ways people earn money and how income can vary.
Decision making Pupils consider how employment choices connect to budgeting and saving.
Consumer understanding Pupils build language for describing different types of work and pay.
Future planning Pupils think about how different employment paths might suit their own goals.
Confidence Pupils gain a clearer, more realistic picture of the world of work.
Critical thinking Pupils weigh up factors such as pay, hours and job security across examples.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to share personal or family financial details
Frame discussion around general examples of employment and income, not individual circumstances
Check pupils have a basic shared understanding of common employment terms before starting
Have a few everyday examples ready in case pupils need prompts to begin discussion
During delivery
Use general examples of employment types rather than asking pupils to describe their own family's income
Keep discussion focused on concepts and decision making rather than personal financial advice
Allow pupils to ask questions about employment types without pressure to share personal details
Check understanding regularly, as some employment and income terms may be unfamiliar
Supporting safe discussion
Use privacy as the guiding principle, since financial circumstances can be sensitive for some pupils
Redirect personal disclosures back to general examples where needed
Encourage pupils to speak to a trusted adult if they have concerns about money at home
Adaptation options
Use paired discussion for pupils who prefer to think through examples before sharing
Provide a written list of employment types for pupils who need additional structure
Extend discussion with more complex income examples for older or more confident groups
