DOCUMENT RESUME ED 405 664 EC 303 351 Horsman, Kelley
DOCUMENT RESUMEED 405 664AUTHORTITLEINSTITUTIONSPONS AGENCYPUB DATECONTRACTNOTEAVAILABLE FROMPUB TYPEEDRS PRICEDESCRIPTORSIDENTIFIERSEC 303 351Horsman, KelleyJob Search Strategies for Students with Disabilities:A Nuts and Bolts Approach: Eastern WashingtonUniversity Career Opportunities for Students withDisabilities.Eastern Washington Univ., Cheney.Office of Special Education and RehabilitativeServices (ED), Washington, DC.Jul 94H-078-C-1001564p.; The videotape should be accompanied by trainingmaterials specific to each school's personal needs.Videotape not available from ERIC. For Faculty/StaffHandbook, see EC 303 350.Continuing Education, Eastern Washington University,MS #162, Cheney, WA 99004 ( 20 video, prepaid, makechecks payable to Continuing Education, EasternWashington University).GuidesClassroom UseInstructional Materials (ForLearner) (051)MF01/PC03 Plus Postage.*Career Planning; Civil Rights. Legislation;*Disabilities; Employment Interviews; EqualOpportunities (Jobs); Federal Legislation; HigherEducation; Job Applicants; *Job Application; *JobSearch Methods; Networks; Resumes (Personal);Secondary Education; Self Evaluation (Individuals);*Vocational InterestsAmericans with Disabilities Act 1990; WashingtonABSTRACTThis guidebook is accompanied by a videocassette, onjob search strategies for students with disabilities (the videotapeshould be accompanied by each school's own training materials basedon personal needs). The guide begins with information on Title Z ofthe Americans with Disabilities Act. It discusses the Title'spurpose, main provisions, and important definitions. The type ofemployment protections provided in the job application process,during the job interview, in -the employment decision, and while onthe job are outlined. Students are encouraged to approach their worksearch and career decision making with careful consideration andenthusiasm. A self-assessment process is presented for examininglikes and dislikes in various life activities, leading to a list ofskills and interest areas for career development. Tools to helpstudents sort through their skills, abilities, interests, and valuesin order to make informed career decisions are noted, along withdescriptions of publications such as the "Dictionary of OccupationalTitles." Networking and informational interviews are presented asmethods of gaining information and contacts in certain types of workand learning of open positions. Suggestions for writing resumes andcover letters are offered. Procedures for determining when jobseekers should disclose their disability are presented. Guidelinesfor performing well in job interviews are also discussed. The finalsection lists national and local (Spokane, Washington) organizationalresources, employment hot lines, and a 14-item bibliography. The10-minute videocassette emphasizes the importance of self-confidencein job interviews, preparing for the job interview, disclosing one'sdisability, and outlining accommodations needed. (JDD)
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and ImprovementEDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)L24his document has been reproduced asreceived from the person or organizationoriginating itMinor changes have been made to improvereproduction quality.Points of view or opinions stated in this docu-ment do not necessarily represent officialOE RI position or policy.JOB SEARCH STRATEGIESFORSTUDENTS WITH DISABILITIESA NUTS AND BOLTSAPPROACHVa.EASTERN WASHINGTON UNIVERSITYCAREER OPPORTUNITIESFOR STUDENTS WITH DISABILITIESBYKELLEY HORSMANBEST COPY AVAILABLE9
iiThis handbook was funded through a grant from the U.S. Departmentof Education, Office of Special Education and Rehabilitative Services(Grant No. H-078-C-10015) to Eastern Washington University.The opinions expressed are those of the author and should not beconsidered legal advice.ACKNOWLEDGMENTSI would like to give special thanks to Dr. Deborah Smith forcontributing the first two sections of this handbook and Trisha Moserand Sybil Grey for their contributions in the resume section. I wouldalso like to thank my editor, Lynn Harty, from the EasternWashington University Writing Center, for both her editing andsupport. It was a real pleasure working with you.July 19943
CONTENTSACKNOWLEDGEMENTSSECTION I: STUDENT GUIDE TO TITLE I OF THE ADA1Introduction1What is the ADA?What is the Purpose of Title I of the ADA?What are the Main Provisions of Title I of the ADA?What are the Important Definitions?1112Person with a Disability2Major Life ActivitiesSubstantial LimitationsRecord of ImpairmentRegarded as Having an ImpairmentQualified Individual with a Disability3344Essential Functions55An Employer who is Subject to the Law6SECTION II: ADA AND THE APPLICATION PROCESSWhat Type of Employment Protection is Provided?Applying for JobsThe Job InterviewThe Employment DecisionOn the JobAre There Any Exceptions to Employment Protection?77788910SECTION III: IMPLICATIONS OF THE ADA FOR THESTUDENT.1 1SECTION IV: SELF-ASSESSMENT12SECTION V: USE OF RESOURCESSystem for Interactive Guidance and Information (SIGI)Discover1717Dictionary of Occupational Titles (DOT)Occupational Outlook Handbook (OOH)Washington Occupational Information System (WOIS)418181919
ivSECTION VI: NETWORKING AND INFORMATIONALINTERVIEWSNetworkingThe Informational InterviewStrategies to Learn about Potential Job OpportunitiesSECTION VII: RESUME AND COVER LETTERUseful Points for Resume WritingThe Ten Most Common Resume Writing MistakesPreparing to Write a ResumeAction VerbsSample Experience or Skills HeadingsAdjectives (Self-Descriptive Words)Resume WorksheetTargeted ResumeFunctional ResumeChronological ResumeCover LetterSample Cover Letter2121212325252626282930313435363738SECTION VIII: WHEN TO DISCLOSE YOUR DISABILITY39SECTION IX: THE JOB INTERVIEW404040Preparing for the Job InterviewBefore the Job InterviewSpecial Considerations for Persons who have a41Visual Impairment or BlindnessSpecial Considerations for Applicants who useWheelchairsDuring the Job InterviewQuestions that You should be Prepared to Answer4142in an Interview43Common Shortcomings of Interviewees444546Discrimination in the Job InterviewConclusion4747505859SECTION X: RESOURCESNational ResourcesSpokane Area ResourcesEmployment Hot LinesBibliography5
1SECTION I: STUDENT GUIDE TO TITLE I OF THEAMERICANS WITH DISABILITIES ACTINTRODUCTIONThe passage of Title I of the American with Disabilities Act of 1990 (ADA) has openedthe door of opportunity for individuals who may have been previously discriminatedagainst in competitive employment situations. This handbook will present a briefoverview of the ADA and provide some strategies to help students with disabilitiesmake career decisions and conduct an effective work search.WHAT IS THE ADA?Enacted on July 26,1990, and put into effect in 1992, the ADA is a federal statute thatprohibits discrimination against individuals on the basis of disability. For students withdisabilities the ADA provides comprehensive civil rights protections in the areas of:employment (Title I),state and local government services (e.g. publictransportation) and telecommunications (Title 11) and,public accommodations (Title M)WHAT IS THE PURPOSE OF TITLE I OF THE ADA?Title I of the ADA is designed to remove barriers which prevent qualified individualswith disabilities from enjoying the same employment opportunities that are available topersons without disabilities.WHAT ARE THE MAIN PROVISIONS OF TITLE I OF THE ADA?Title I of the ADA seeks to ensure access to equal employment opportunities based onmerit. It does notguarantee equal results,6
2establish quotas, orrequire preferences favoring persons with disabilitiesTitle I of the ADA establishes a process in which the employer must assess a disabledperson's ability to perform the essential functions of the specific job.Title I of the ADA does not relieve an employee or applicant from the obligation toperform the essential functions of the job.When a person's disability creates a barrier to employment opportunities, Title I of ADArequires employers to consider whether reasonable accommodation could remove thebarrier. Such accommodations usually take the form of adjustments to the way a job iscustomarily performed or to the work environment itself. The determination ofwhether an individual is qualified for a particular position must be made on a case-bycase basis. No specific form of accommodation is guaranteed for all individuals with aparticular disability.WHAT ARE THE IMPORTANT DEFINITIONS?The Americans with Disabilities Act affords equal employment protection toindividuals with disabilities. The ADA provides .a broad definition of disability whichis as follows:EERSQIIIMILAMISABILITIA.An individual having a physical or mental impairment whichsubstantially limits one or more of the major life activities of theindividual;B.An individual having a record of such an impairment; orC.An individual regarded as having such an impairment7
3The ADA's definition of disability does not include persons who (a) are current users ofillegal drugs or alcohol, (b) are homosexual or bisexual, (c) have sexual behaviordisorders, (d) are compulsive gamblers, kleptomaniacs, or pyromaniacs, and (e) whohave psychoactive substance abuse disorders resulting from current illegal use of drugs.The first element of the ADA's definition of disability stipulates that the physicalor mental impairment must substantially limit one or more of the 'major lifeactivities of the individual. The ADA defines major life activities and substantiallimitations as follows:MAJOR LIFE ACTIVITIESMajor life activities include such functions as caring for oneself, performing manualtasks, walking, seeing, hearing, speaking, breathing, learning, and working.SUBSTANTIAL LIMITATIONSSubstantial limitations occur if individuals are unable to perform a major life activity orare significantly restricted in a major life activity when compared with the averageperson in the general population. Such limitations are determined by considering (a)the nature and severity of the impairment, (b) the duration or expected duration of theimpairment, and (c) the permanent or long-term impact resulting from the impairment.Example: An individual having paraplegia would be significantly limited inthe major life activity of walking. This individual would be considered tohave a disability.The second element of the ADA's definition of disability refers to persons who have ahistory of a physical or mental impairment. Record of impairment is defined as follows:8
4REC011212EIMEADEAEsaPeople with records of impairment are those who have had a physical or mentalimpairment which substantially limited a major life activity, but no longer have such animpairment. Record of impairment also includes those who have been misdiagnosed ashaving such an impairment.Example: An individual has a record of impairment who has been successfullytreated for cancer but who faces employment discrimination based on thishistory.The third element of the ADA's definition of disability refers to persons who areregarded as having substantial physical or mental impairments:REGARDED ASBAVING AN IMPAIRMENTThis phrase refers to persons who have an impairment which does not substantiallylimit a major life activity but who are regarded as having significant limitations, thosewhose life activities are substantially limited by the negative attitudes of others, andthose who have no impairments but are treated as having a substantially limitingimpairment.Example: An individual who is HIV positive but has not developed symptomsof AIDS is regarded as having an impairment if an employer discriminatesagainst the individual based on this diagnosis.9
5In addition to defining who is considered to have a disability, the ADA also indicatesthat an individual with a disability must be "qualified" before discrimination may occur.The legislation defines qualified in the following manner:QUALEIEDINDBELDLIALMMADISABILEUThis phrase refers to an individual with a disability who, with or without reasonableaccommodation, could perform the essential functions of the employment position thatthe individual holds or desires to hold.Example: An individual with paraplegia has completed college with a degreein banking and finance. He or she has applied for a job with XYZ bank andmeets entry level criteria for this position. He or she could perform this jobwith work-site modifications. This person is qualified to perform the jobwhich he or she desires to hold.The preceding definition stresses that the individual must be able to perform theessential functions of the job that he or she holds or desires to hold. Essential functionsare define as follows:ESSEISMALSINCIONSEssential functions are the fundamental job duties of the position that the person with adisability holds or desires to hold. Essential functions do not include marginal jobduties. A job duty may be considered essential whenthe position exists to perform the function;there are only a limited number of employees to whom the function could bedistributed; or,
6the function is so highly specialized that the individual would be hired for hisor her ability to perform the function (i.e., it could not be distributed to otheremployees).AN EMPLOYER WHO IS SUBJECT TO THE ADA LAW IS DEFINED AS:A person engaged in an industry affecting commerce who has 15 or more employees foreach working day in each of 20 or more calendar weeks in the current or preceding year,or any agent of that person. Employers who are subject to the law are required tofollow certain hiring practices. These practices are described in the following chapter.VQ1C9VVVA'cb 62)t .A (*),C C9OI111
7SECTION II: ADA AND THE APPLICATION PROCESSWHAT TYPE OF EMPLOYMENT PROTECTION IS PROVIDED BY THEADA?If you meet the definition of disability as described and are qualified for jobs for whichyou may apply, then it is unlawful for employers to discriminate against you in theiremployment practices and procedures. You are protected when applying for jobs,during the job interview, during the employment decision, and after you have begunworking.APPLYING FORWhen applying for jobs, employers may not engage in practices which might potentiallylimit your employment opportunities. Specifically prohibited practices include:Requiring that you take a pre-employment physical examination.Asking about the existence of a disability on an application for employment form(Unless the employer is required to do so to comply with Section 503 of theRehabilitation Act of 1973. In this case, your giving this information is totallyvoluntary).Requiring you to take qualification tests which do not reflect the essential functions ofthe job for which you are applying.Requiring you to take a qualification test without providing you withaccommodations which would allow you to take the test on an equal basis with nondisabled applicants (except for tests of manual, speaking, and sensory skills when thetests are intended to measure those skills).Using qualification standards which tend to screen out individuals with disabilities(such as lifting requirements) unless these standards reflect the essential functions ofthe job. Even when the standards reflect essential functions, they may bediscriminatory if you could perform the function with some type of accommodation.12
8THE JOB]NTERVIEWThe ADA also assures you of the right to a job interview that is nondiscriminatory.Activities which are prohibited include:Asking you if you have a disability (even if you have an obvious impairment). Theemployer may only ask if you can perform the essential functions of the job for whichyou are interviewing and if you would require accommodation to be able to performthe job. The employer may ask you to demonstrate or describe how you would beable to perform the job if any accommodations are needed. If you have a "hidden"disability and request accommodation, the employer may ask you to providedocumentation of the disability and its limitations.Interviewing you in a non-accessible location or manner. However, if you will needaccommodation during the interview, then it is your responsibility to let the employerknow what type(s) of accommodations you will need (e.g., if you need an interpreteror will need to be interviewed in a building which is accessible for wheelchair users).Making inquiries about the severity or nature of your disability, such as how youacquired your disability.Making inquiries about any medical treatment associated with your disability.THE EMPLOYMENT DECISIONWhen making the employment decision, employers may notDeny you employment based solely on the existence of your disability.Deny you employment based on the need to provide reasonable accommodation.Deny you employment based on myths, stereotypes, or misconceptions about personswith your type of disability (or disabilities in general).13
9ON THE JOBOnce you have been offered the job, the employer may require you to have a post-offermedical examination if this examination is required of all entering employees in thatclass of jobs. If this examination indicates limitations that prevent you from performingthe essential functions of the job, with accommodation, then you would no longer beconsidered qualified, and the job offer may be withdrawn.Once you have begun working, employers may notLimit your duties based on myths about persons with disabilities or assumptionsabout what is "best" for individuals having disabilities.Require you to use segregated office spaces, break-rooms, lunch-rooms, or lounges.Fail to provide you with an accommodation which would allow you to perform theessential functions of the job, unless the accommodation would result in an unduehardship for the employer (see exceptions, below).Deny you equal access to any health insurance coverage which is provided for otheremployees.Deny you promotion based on the existence of your disability or the need foraccommodation.Deny you access to employer-sponsored training based on the existence of yourdisability or the need for accommodation.ARE THERE ANY EXCEPTIONS TO THE EMPLOYMENT PROTECTIONS OUTLINEDABOVE?Employers are not required to provide you with accommodations if doing so wouldresult in an undue hardship for the employer. An accommodation would be consideredan undue hardship if it involved significant difficulty or expense for the employer. For
10an employer to show that an accommodation posed an undue hardship, thefollowingwould have to be proven:(a) The cost is undue in relation to the employer's budget or(b) The provision of the accommodation would be unduly disruptive toother employees.When examining the cost of an accommodation, the employer must examine alternativemeans by which the accommodation could be provided (e.g., vocational rehabilitation,for the part of thetax credits, or the resources of the individual with a disability to payaccommodation which constitutes an undue hardship).Employers are not required to provide the "best" or most expensive accommodation.They are only required to provide an accommodation which allows the individual anequal opportunity to perform the essential functions of the job. You have the right torefuse an accommodation. This refusal, however, may mean that you are no longerconsidered to be a qualified individual with a disability.The employer is not required to hire an individual with a disability if doing so wouldpresent a ized threat to the safety of the individual or other workers, unless the directthreat could be reduced through accommodation. The employer must document thatthere exists a significant and imminent probability for substantial harm if the individualis hired. Speculative risks that are based on myths, misconceptions, and stereotypes donot constitute a direct threat. Mild risks associated with a disability do not constitute adirect threat.The employer may ask that you voluntarily participate in medical examinations. He orshe may also make inquiries about the nature of your disability and its limitations aspart of identifying reasonable accommodations to help youfunctions of the job.15perform the essential
11SECTION III: IMPLICATIONS OF THE ADA FOR THE STUDENTSo, what does all of this mean to you, the job seeker? It means that you mustknow yourself and your abilities and the nature of the work for which you areapplying. This knowledge will assist you in being your best advocate. While incollege you will need to make career decisions that complement your skills,abilities, interests and values. You can accomplish this by doing an in-depth self-assessment and by researching careers and appropriate majors.Researching careers may involve reading information about specific jobs andconducting informational interviews with professionals who are familiar with orwork in specific fields. You may also visit a work site and observe employeeswho perform work that interests you. Internships and/or part-time, volunteer orseasonal work are available through your internship office, student employment,financial resources office or career services. This type of paid or non-paidemployment will allow you to test career choices and will help to build yourresume. This probably sounds like a lot of work, but consider how much time,energy and money you have put or will be putting into your education. Mostpeople attend college to obtain employment and improve their quality of life. Ifyou want a good job after you graduate, then you need to approach your worksearch and career decision making with the same enthusiasm that you have inyour educational pursuit. Competition for jobs is stiff, and the people who gethired are the ones who have prepared and can effectively communicate theirpreparation, skills and abilities in an interview. So, let's get started.16
12SECTION IV: SELF-ASSESSMENTWe all have life experiences that we have or have not enjoyed. The first step inevaluating what is important to you is to spend some time thinking about activities inwhich you have engaged. Think about both work and leisure activities. Take, forexample, the activity of fishing. Let's say that fishing is something you have done thathas given you a lot of pleasure. Think about the activities that are involved with theprocess of fishing. Did you like it because it is a solitary activity? Was being out ofdoors what you enjoyed most? Or maybe it was the physical part of fishing, such ashiking to your favorite fishing spot, that gave you pleasure. What didn't you like aboutthe activity? In most careers, you will find some of the elements you enjoyed in yourleisure activities.Following this line of thinking, make a list of all your hobbies, crafts, sports, worksituations (both paid and non-paid), involvement in church or social organizations, etc.Write down the list of activities and analyze each for your likes and dislikes. If there areactivities that you feel you may no longer engage in because your disability is recentlyacquired, do not discount them or leave them out. There may be accommodations youare not yet familiar with that will assist you in accomplishing certain tasks.ACTIVITYDISLIKESLIKES.z17
ISLIKES
14Let's examine your activities list and see what kinds of psychological needs are satisfiedby your life experiences. From the following list, check the psychological needs orvalues that have been met by your past activities:To leadTo have identityTo followTo have statusTo participateTo belong to a groupTo createTo be competentTo be sociableTo influenceTo buildTo be indevendentTo serveTo have direction from othersTo work hardTo be with veovleTo competeTo be aloneTo cooperateTo gain approvalTo contributeTo experience stabiliTo be usefulTo achieveTo structure your lifeTo be responsibleFrom the psychological needs you have checked, list the five you value most below:Now look at your work and activities list again and think about the skills and abilitiesyou have developed in your activities, education, work and involvement in
.11.I's11 z%."V115.55.o ,4I'1114* :011.11III1II''0151 04.01.110-11'14,Metao1'41105,15' S. I101 0441 I41'4111oa1IllI1110 -11 441-095I!1 tIAA IISII50590I-11'1:411,." Ill IA"41.1 iI!LI'DA' .1Ip1VIVI1I11II I11111111a1411114V1I t 4 -1r I,,. t.511" VI*. gg5IVII01Of,II.11IIIIllaA"1'D '11 sII/ 11I." 11- IItII 4I10!II: IIII1IA9.- 1 k" Il I4 toIzt,. VA 41:,I Zr:I011 t !II
16From the skills and abilities that you selected, list the ten skills in which you are mostproficient or that you find the most pleasant to perform:Have you found a pattern here? You will probably find that you are drawn either toworking with others or working alone. You may enjoy activities that are clean (likeworking at a desk) and that are performed indoors or perhaps you like to be outside.You may find the most satisfaction in reading, learning new concepts or teaching skillsto others.By now you have, hopefully, discovered that you have a wide array of skills andinterests that you have developed through your life's activities. From all of these listsyou should have some idea about what you may like or value in a future job or career.With this knowledge the next step is to research jobs and career opportunities using theresources identified in the next section.21
17SECTION V: USE OF RESOURCESThere are tools available to help you sort through your skills, abilities, interests andvalues in order to make informed career decisions. These tools include computerizedassessments such as the System for Interactive Guidance and Information (SIGI) andDiscover, paper and pen assessments like Holland's Self Directed Search, professionalpublications and people you know.Assessment tools will not give you all the answers in making a career decision. Theywill simply give you some basic information on which to build. Occasionallyassessment tools will not present as an option the job you think you want. If this occursthen look at the elements of the position to find out why it did not appear on yourpotential job list. For example, you may want tobe a high school teacher, but youindicated in an assessment tool that high pay was the most important criteria in the jobyou want. Teacher would be eliminated because it is not considered a high paying job.SIGI and Discover seem to be the computerized assessment tools most often used oncampuses or in public libraries, so they will be the only tools that will be discussed here.Remember that any system like SIGI and Discover is simply a tool that will give youinformation based on how you respond to questions.SYSTEM FOR INTERACTIVE GUIDANCE AND INFORMATION (SIGI)When using SIGI you will do a self-assessment based on values and interests; choosefeatures you want in your work; list selected occupations to learn about certain aspectsof the positions; find out what kinds of skills and education are needed to performcertain jobs; and learn how to prepare for certain occupations. SIGI will also provideyou information on what kind of work you can do with specific degrees.22
18DISCOVERThe Discover system will match positions on the 'World of Work Map" to yourresponses to questions concerning your interests in certain activities, your rating of yourabilities, values, activities in which you have engaged, and characteristics you desire inyour work. The 'World of Work Map" is made up of the following job dusters:Business Contact ClusterScience Job ClusterArts Job ClusterTechnical Job ClusterSocial Service Job ClusterSome publications you may find helpful are the Dictionary of Occupational Titles (DOT),Occupational Outlook Handbook (OOH), the Washington Occupational Information System(WOIS) and professional journals (targeted to your area of career interest) to name afew.DICTIONARY OF OCCUPATIONAL TITLES (DOT)The DOT is a government publication that lists more than 12,000 job titles anddescriptions. It can be used to research the work involved for specific job titles, toreview before writing your resume or to survey jobs in a specific industry. The DOT isorganized by numbers that correspond with major functions of the jobs. Jobs areassigned numbers based on the industry classification and their relationship to data,people and things. Examples of the basic industry classifications (represented by thefirst three digits) are as follows:0/1 Professional, technical, and managerial occupationsClerical and sales occupations2Service occupations3Agricultural, fishery, forestry and related occupations4Processing occupations5Machine trade occupations6Benchwork occupations7Structural work occupations8Miscellaneous occupations923
19The functions represented by the middle three digits are listed below:DATAPEOPLETHINGS0 Synthesizing0 Mentoring0 Setting Up1 Coordinating1 Negotiating1 Precision Working2 Analyzing2 Instructing2 Operating-Controlling3 Compiling3 Supervising3 Driving-Operating4 Computing4 Diverting4 Manipulating5 Copying5 Persuading5 Tending6 Comparing6 Speag-Signaling6 Feeding-Offbearing7 Serving8 Taking Instructions-HelpingOCCUPATIONAL OUTLOOK HANDBOOK (OOH)The Occupational Outlook Handbook (OOH) is another government publication thatprovides information and employment outlook for about 250 occupations. Theinformation includes:related DOT codesa description of the nature of the worknumber of people employed in the occupationnational job outlooksources of additional information about the occupationWASHINGTON OCCUPATIONAL INFORMATION SYSTEM (WOIS)You can learn about the occupational outlook in the state of Washington by using theWashington Occupational Information System (WOIS), which is a series of books thatprovide the following information on over 4,800 occupations:
20Occupational Summary - job duties, possible drawbacks and relatedoccupat
SECTION VII: RESUME AND COVER LETTER. 2 5. Useful Points for Resume Writing. 2 5. The Ten Most Common Resume Writing Mistakes. 2 6. Preparing to Write a Resume. 2 6. Action Verbs. 2 8. Sample Experience or Skills Headings. 2 9. Adjectives (Self-Descriptive Words) 3 0. Resume Worksheet. 31. Targeted Resume
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and hold an annual E-Safety Week. Our Citizenship Award. 4 Through discussion in all our history themes – the rule of law is a key feature. RE and citizenship/PSHEE lessons cover religious laws, commandments and practices. In RE we encourage pupils to debate and discuss the reasons for laws so that all pupils understand the importance of them for their own protection. As part of the .
