optional course syllabus - hard soft skilling - · pdf fileassessment-standards and indicators...

This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

KA 2 - Strategic Partnership for Innovation and the Exchange of Good Practices

"Hard-Soft Skilling-Charting your Career Path"

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Liceul „Charles Laugier” Str. Brestei, nr 129, Craiova, Dolj Romania, 200177 [email protected] +40251.525.867

OPTIONAL COURSE

SYLLABUS




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HARD-SOFT SKILLING-CHARTING YOUR

CAREER PATH

Optional course syllabus

Authors: Olivia Nicolae and Lucian Aurel Gheorghe

Liceul “Charles Laugier”,

Craiova, Romania

2015




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CONTENTS RATIONALE .............................................................................................................................................................. 4

COURSE DESCRIPTION ............................................................................................................................................. 5

COURSE PURPOSE ................................................................................................................................................... 5

SYLLABUS DESIGN .................................................................................................................................................... 6

Diagnosis of needs ............................................................................................................................................... 6

Identifying the learning outcomes/objectives .................................................................................................... 6

SYLLABUS ORGANIZATION ...................................................................................................................................... 7

SELECTION OF CONTENT AND SKILLS/TOPICS ..................................................................................................... 7

COURSE STRUCTURE ............................................................................................................................................. 11

MODULE 1 WHAT EMPLOYERS WANT? ............................................................................................................ 14

MODULE 2 PERSONAL SKILL ASSESSMENT ....................................................................................................... 16

MODULE 3 PLAN YOUR CAREER PATH .............................................................................................................. 18

MODULE 4 USEFUL TIPS FOR YOUR CAREER ..................................................................................................... 20

MODULE 5 TEAM BUILDING .............................................................................................................................. 22

MODULE 6 COMMUNICATION .......................................................................................................................... 24

MODULE 7 PRESENTATIONS ............................................................................................................................. 26

MODULE 8 PROBLEM SOLVING AND DECISION MAKING ................................................................................. 28

ASSESSMENT ......................................................................................................................................................... 30

Assessment-standards and indicators ............................................................................................................... 30

Assessment standards ....................................................................................................................................... 30

METHODOLOGICAL SUGGESTIONS ....................................................................................................................... 32

Instructional material ........................................................................................................................................ 33

Techniques/Strategies/ Teaching activities....................................................................................................... 33

VALUES AND ATTITUDES ....................................................................................................................................... 36

BIBLIOGRAPHY ....................................................................................................................................................... 37




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RATIONALE Equipping students with high transferable skills to help them in everyday life and labor market

permanent challenges is becoming imperative due to the socio-economic conditions nowadays. In

order to face the challenges and to anticipate possible problems, students should acquire a set of

essential skills enabling them to integrate rapidly on the labor market. As a result, in accordance with

the individual training needs, teachers should be endowed with didactic and pedagogical tools able to

boost students’ school-work transition and provide the learning environment with a more real life

oriented approach.

The scope of the „Hard-Soft Skilling” optional course is the integration of hard and soft core

transversal skills learning as part of the 14-19 year-old high school students’ development.

The course proposes a student-oriented approach, since it aims at increasing students’ awareness of

the potential skills they may use and develop in order to increase success in their career, at offering

tips on how to best exploit them based on a personalized career model and on what actions they may

undertake in order to reach their goals. Thus, being trained, students will become more aware of their

potential and of the possibilities of self-promotion. The personal development component guides the

students throughout their studies in order to build solid personal background.

By attending this course students are expected to become better observers, able to make

pragmatic choices and enhance their labor market chances either finding a job or completing academic

studies. They will be provided with tools that will enable and facilitate the integration of these skills in

situations they are prone to meet further in their life after leaving school.

Moreover, the present course proposes a pro-active approach for teachers and managers in the

educational system, becoming thus an important opportunity for teacher professional development.

The optional course could be easily implemented as part of the school based curriculum in any school,

irrespective of its type (either general or vocational) and for any grade on condition to adapt it to the

students possibilities, bringing a new perspective on the necessity of introducing changes in the school

curriculum and in the training models used in schools.




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COURSE DESCRIPTION This course focuses on the development of strategies for promoting the acquisition of hard soft

skills core transversal skills as part of everyday teaching in high schools. It is a part of a Strategic

Partnership for Cooperation, Innovation and Exchange of Good Practices among 8 secondary schools,

both general and vocational, from Romania, Bulgaria, France, Portugal, Spain, Turkey, Germany and

Italy.

It introduces students to concepts and techniques which might help develop employability through

basic high transferable skills acquisition and diversity of the local /national/international labor market

and employment opportunities awareness raising.

The optional course is designed to maximize learning potential, encouraging students self-

reflecting and critical thinking on how to use the hard soft skills to chart their career path, offering

access to information and attitudes learners may personalize and use. Thus, this course relates to

material developed during the implementation of the project aiming at enhancing personal

development and self-promotion as well as familiarization with labor market requirements and tools.

Transition and appliance of information from the class to real-life situations represents priority to the

course.

COURSE PURPOSE The purpose of this course is to provide students with knowledge and guidance through

appropriate practices. Students will be provided with range of practical activities with the help of a

variety of resources, tools and techniques suitable to their interests in order to develop understanding

of the labor market and acquire knowledge, and transferable skills which facilitate lifelong learning.

By the end of this course, students are expected to develop their own approach to tackle the

issues of self-promotion and making the best of the hard soft skills they possess for a better integration

on the labor market.




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SYLLABUS DESIGN This optional course syllabus has been designed using mainly the backward design.

Diagnosis of needs

Research has been conducted in 8 European high schools belonging to the following countries:

Romania, Germany, Bulgaria, Italy, Turkey, France, Spain and Portugal and a comparative study has

been issued stating the similarities and differences among the different teaching philosophies and

needs for including and integrating soft skills into everyday teaching.

Identifying the learning outcomes/objectives

Outcome 1: Identify, evaluate and use information from a range of sources.

Outcome 2: Evaluate, select, and use a wide range of tools such as: CV and resume templates

Outcome 3: Think critically and analytically about employers’ requirements, decoding and interpreting

a variety of job advertisements.

Outcome4: Write to apply in response to job advertisements shaping language for formal contexts.

Outcome 5: Communicate according to purpose, audience and context in job interviews.

Outcome 6: Broaden understandings about the complexity of the cross-cultural differences.

Outcome 7: Develop understandings about the national labor market in a global context.

Outcome 8: Analyze, select and utilize the best strategies and tools to build a career plan to match the previous skills and personal needs self-assessment.

Outcome 9: Raise awareness of meeting goals through group effort taking advantage of the various

abilities and knowledge.

Outcome 10: Learn to deal with problems and to evaluate proposals to improve performance.




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Outcome 11:

Manage strategies to promote themselves and their ideas.

Outcome 12: Demonstrate self-assessment ability to acknowledge the skills possessed and to foresee

possible use of the personal skills for enhancing employability perspectives

SYLLABUS ORGANIZATION The teaching toolkit will include 8 modules, 4 modules will be career oriented, the other 4 being

focused on high transversal skills development. Each module will be built on a common framework

provided by the leading organization. The partners have already reached an agreement regarding the

modules and the basic content to be developed, yet, if the research will show different results in the

needs identified the objectives and the modules will be subject to modification accordingly.

SELECTION OF CONTENT AND SKILLS/TOPICS

General competences

- understanding the connection between the knowledge acquired and the labor market

requirements;

- decoding and managing information, adapting it to personal use;

- acquiring self- knowledge skills, knowing and exploding personal potential;

- developing group cooperation in solving problems;

- using knowledge in decision making.




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Specific Competencies Topic

Employer requirements

1. To decompose a job advertisement into

its main parts

2. To understand the required set of skills

3. To synthetize relevant information

relevant to meet requirements

4. To present the information required in

a logical sequence

Module 1

What Employers Want-this module intends

to familiarize students with decoding

employers’ job descriptions: Introduction:

What parts can you identify in a job

description?

What skills are requested?

What skills should be associated with that type

of job?

Personal skill assessment

1. To identify personal skills from a given

set

2. To match skills with appropriate jobs

3. To compare and contrast the difference

between employee and employer skills

4. To gain awareness of personal job

expectations

5. To create his own employee job profile

6. To evaluate information

Module 2

What You Want/Assess Yourself- the

module will guide students towards self-

assessment:

Introduction:

What are the most common required

transversal skills?

What skills are necessary for a specific job?

What are the advantages and disadvantages of

having your own business?

What are your job expectations?

What is your employee profile?

Career plan model

1. To develop a strategy for personal

development

2. To establish professional goals

3. To identify appropriate tasks to reach

goals

4. To evaluate opportunities and realistic

ability to take advantage of them

5. To create a career plan model

6. To synthetize relevant information to

complete the career plan model

Module 3

Plan your career path-this module aims at

guiding students to keep record and build a

career plan.

Introduction:

What are your personal goals?

What are the most suitable tasks to reach your

goals?

What qualifications do you need?

Fill in a career plan model and keep record of

changes.




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Useful tips for your career

1. To research appropriate tools for their

purpose

2. To compare and contrast different

sources of information

3. To make informed decisions regarding

the available resources

4. To identify alternative tools and tips

5. To use of the different tools available

6. To understand the connection between

the requirements and the available

resources

Module 4:

Useful Tips for Your Career -the module

will help students revise and acknowledge

information regarding vital tools for getting a

job.

Introduction:

What types of CV templates do you know?

What are the differences among application

letter/cover letter/resume?

What should you do before/during the

interview?

What does a good application letter mean?

Team building

1. To establish a positive team culture, the

beliefs, values and norms of behavior.

2. To understand the role of the leader.

3. To develop communication and trust

among team members.

4. To encourage experience sharing and

generating new ideas.

5. To enhance team members’ motivation.

6. To improve commitment and work

efficiency.

Module 5

Team Building -module to promote the

importance of working closely together at

school and future workplace.

Introduction:

What is a team?

What is team building?

What team building basics should you know?

What are the reasons for team building? Team

building activities.

Communication

1. To evaluate the communication context

2. To create awareness of the existence of

different types of communication

3. To understand what effective

communication means

4. To compare and contrast cultural

differences in communication

5. To identify the right means of

communication according to the target

audience

6. To select the desired action to convey

meaning

Module 6:

Communication -module to promote and develop good communication-building.

Introduction:

What is meant by effective communication?

What is meant by verbal and non-verbal

communication?

What cultural differences may influence

communication?




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Presentations

1. To know the different formats and

purpose of the presentations

2. To understand the structure of a

concise presentation

3. To analyze the audience

4. To create good quality presentations

5. To deliver presentations clearly,

appropriately and persuasively

6. To understand the importance of body

language in oral presentations

Module 7

Presentations - module to promote effective

presentations and public speaking abilities and

their importance to different domains.

Introduction:

What are the main types of presentations?

What purpose may a presentation have?

What is the layout of a presentation?

What advanced features may be introduced in

presentations?

What skills are necessary for a presentation?

What presentation openers do you know?

Step-by-step presentation model.

Problem Solving and Decision Making

1. to define the problem

2. to compare and contrast the problem

with similar ones using past experience

3. to identify a range of options and

alternative solutions when making

decisions

4. to analyze the solutions, to discriminate

among options and to select the best

alternative

5. to identify the advantages and

disadvantages of individual and group

decisions

6. to make informed decisions and to take

responsibility

Module 8

Problem Solving and Decision Making -

module to develop students’ abilities to solve

difficult problems and/or make complex

decisions in following format.

Introduction:

What are the main parts/key components of the

problem solving process?

What various alternatives can you identify to

solve a problem?

What skills do you need to solve the problem?

What steps can you take to solve a problem?

What are the steps in decision making?

What positive and negative consequences a

certain decision may have?

How to make the best decision?




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COURSE STRUCTURE Module Unit No of

hours

Description

Module 1 What

Employers Want

General competence:

decoding information

1. Overview and

Introduction to job

advertisements

2. Job advertisement

structure

3. Qualifications

required

4. Skills required

5. Job assumptions

3 This module intends to familiarize

students with decoding employers’

job descriptions :

Introduction: What parts can you

identify in a job description?

What skills are requested? What

skills should be associated with that

type of job?

Module 2 Assess

yourself

General competence:

acquiring self-

knowledge skills,

knowing and exploiting

personal potential

1. Transversal

skills

2. Personal skills

3. What skills

match the job?

4. Job

expectations

5. Your employee

profile

5 The module will guide students

towards self-assessment:

Introduction: What are the most

common required transversal

skills?; Identify your skills from

a list, match a list of jobs with a list

of skills, advantages/disadvantages

of having your own business;

Identify your job expectations; Fill in

your employee profile.

Module 3 Plan your

career

General competence:

developing skills of

selecting and

valorization of

information to personal

use in career planning.

1. Personal goals

2. Personal

development

possibilities

3. Developing

personal

strategy to

achieve the

career goals

4. Career plan

development

5 Plan your career path-this module

aims at guiding students to keep

record and build a career plan:

Introduction set personal goals,

identify suitable tasks to reach them

and

associate further qualifications you

may need; Fill in a career plan

model and keep record of changes




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Module 4: Useful tips

for your career

General competence:

demonstrating abilities

to identify, evaluate and

manage information

regarding employment

adapting it to personal

use

1. CV templates

2. Cover letter

3. Interview tips

4. Application

letter tips

5 Useful Tips for Your Career -the

module will help students revise

and acknowledge information

regarding vital tools for getting a

job: revising different types of CV

templates; differences application

letter/cover letter/resume; tips

before/during the interview; tips for

writing good application letters)

Module 5 Team building

1. General

competence: cooperating towards

a common goal in

groups

1. What is a

team?

2. Team

motivation

3. Team

efficiency

4. Team building

basics

5 Team Building Skills -module to

promote the importance of working

closely together at school and

future workplace in the following

format: Introduction: What is a

Team? What is a Team building?

Team building basics. Reasons for

Team building. Team building

activities

Module

6:Communication

General competence

Improving skills for

effective and accurate

communication

1. Effective

communication

2. Verbal, non-

verbal

communication

3. Cultural

differences

3 Communication Skills (verbal, non-

verbal)-module to promote and

develop good

Communication-building in the

following formats: Introduction:

What is meant by effective

communication? What is meant by

Verbal and Non-verbal

communication? Cultural

differences. Verbal and non-verbal

communication games.

Module 7

7. General competence

using information and

resources to produce

1. Types of

presentations

2. Types of

channels of

presentations

5 Presentation Skills - module to

promote effective presentations

and public speaking abilities and

their importance in teaching,

lecturing, business, sales and




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and deliver

presentations

3. Ten step-

presentation

model

4. Tips for good

presentations

selling, training and generally

feeling comfortable speaking to a

group of people in the following

format:

Introduction: Different formats and

purposes of presentations : oral

(spoken), multimedia (using various

media - visuals, audio, etc.), small

talk, Power-point presentations,

short impromptu presentations,

long planned presentations,

educational lectures and simply

giving a talk on a subject to a group

on a voluntary basis for pleasure.

Step-by-step presentation model,

Presentation exercises.

Module 8

6. General

competence: using

specific knowledge to

solve problems and

make decisions

1. Problem

assessment

2. Solution

proposal

3. Solution

analysis

4. Decision

making

5 8. Problem Solving and Decision

Making skills - module to develop

students’ abilities to solve difficult

problems and/or make complex

decisions in following format:

Introduction:

Processes and techniques to

improve problem solving, decision-

making and the quality of decisions.

Problem Solving and Decision

Making questionnaires. Problem

solving

Simulations/games.




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MODULE 1 WHAT EMPLOYERS WANT?

Module description

The module intends to help students learn to decode essential information available on the labor

market which may help them improve their chances in finding a job. To learn how to decode the

message sent in job advertisements, to analyze it and to become able to respond to it accordingly

using it to their advantage.

Module sections:

1. What parts can you identify in a job description?( identifying information) 2. What skills are requested? ( decoding information-logical assumptions) 3. What skills should be associated with that type of job?( matching exercises)

General competence: decoding information/ to familiarize students with decoding employers’ job

descriptions

Specific competences:

1. To decompose a job advertisement into its main parts 2. To understand the required set of skills 3. To synthetize relevant information relevant to meet requirements 4. To present the information required in a logical sequence

Learning Outcomes

Gain in-depth familiarity with various types of job advertisements, understand the confusing or

non-specified information, decode skills information, and create skills profile according to the

requirements.

Content:

1. Overview and Introduction to job advertisements 2. Job advertisement main parts 3. Qualifications required 4. Skills required 5. Job assumptions

Method of Instruction:




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Lecture

presentations associated with practical exercises

Assessment:

The course has the following assessment components:

Written tasks

Oral presentations

Resources:

The optional course syllabus will be accompanied by a teaching tool and teaching guide which provide

useful resources that may be used or adapted.

Availability

Available as an outside option to all students (undergraduate and graduate). Students can take this course

in any year of their studies upon request.

Pre-requisites

Being taught in English the course requires at least a B1 level of English language. However the

difficulty of the practical part can be adapted to any grade. Moreover it can be translated in mother

tongue and implemented.




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MODULE 2 PERSONAL SKILL ASSESSMENT

Pre-requisites




Module description

The module will guide students towards gaining insight on the most used transversal skills and

personal skill self-assessment. The learning aim is to assess personal information, select and self-

reflect on it.

Module sections:

1. What are the most common required transversal skills? 2. What skills are necessary for a specific job? 3. What are the advantages and disadvantages of having your own business? 4. What are your job expectations? 5. What is your employee profile?

General competence: acquiring self-knowledge skills, knowing and exploiting personal potential.


1. To identify personal skills from a given set

2. To match skills with appropriate jobs

3. To compare and contrast the difference between employee and employer skills

4. To gain awareness of personal job expectations

5. To create his own employee job profile

6. To evaluate information

Learning Outcomes

Demonstrate self-assessment ability to acknowledge the skills possessed and to foresee possible use

of the personal skills for enhancing employability perspectives.




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Content:

1. Transversal skills

2. Personal skills

3. What skills match the job?

4. Job expectations

5. Your employee profile


Lecture presentations associated with practical exercises

Assessment:


Written tasks

Oral presentations

Resources:



Availability






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MODULE 3 PLAN YOUR CAREER PATH

Pre-requisites




Module description

The module will help students to take action by starting to build a career plan, selecting appropriate

methods and tools to achieve personal goals and keeping record of their progress.

Module sections:

1. What are your personal goals? 2. What are the most suitable tasks to reach your goals? 3. What qualifications do you need? 4. Fill in a career plan model and keep record of changes.

General competence: developing skills of selecting and valorization of information to personal use in

career planning.


1. To develop a strategy for personal development

2. To establish professional goals

3. To identify appropriate tasks to reach goals

4. To evaluate opportunities and realistic ability to take advantage of them

5. To create a career plan model

6. To synthetize relevant information to complete the career plan model

Learning Outcomes

Analyze, select and utilize the best strategies and tools to build a career plan to match the previous

skills and personal needs self-assessment.




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Content:

1. Personal goals

2. Personal development possibilities

3. Developing personal strategy to achieve the career goals

4. Career plan development



Assessment:


Written tasks

Oral presentations

Resources:



Availability






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MODULE 4 USEFUL TIPS FOR YOUR CAREER

Pre-requisites



tongue and implemented. It would be highly recommended that students should have studied Modules

1, 2 and 3 before.

Module description

The module will help students to identify and to select the most appropriate tools to help them

develop their career plan. Tips will be offered to facilitate the understanding.

Module sections:

1. What types of CV templates do you know?

2. What are the differences among application letter/cover letter/resume?

3. What should you do before/during the interview?

4. What does a good application letter mean?

General competence: demonstrating abilities to identify, evaluate and manage information regarding

employment adapting it to personal use


1. To research appropriate tools for their purpose

2. To compare and contrast different sources of information

3. To make informed decisions regarding the available resources

4. To identify alternative tools and tips

5. To use of the different tools available

6. To understand the connection between the requirements and the available resources

Learning Outcomes

Evaluate, select, and use a wide range of tools such as: CV and resume templates.




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Content:

1. CV templates

2. Cover letter

3. Interview tips

4. Application letter tips



Assessment:


Written tasks

Oral presentations

Resources:



Availability Available as an outside option to all students (undergraduate and graduate). Students can

take this course in any year of their studies upon request.




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MODULE 5 TEAM BUILDING

Pre-requisites




Module description

The module will help students understand the importance of working closely together and

collaborate at school and at their future workplace.

Module sections:

1. What is a team? 2. What is team building? 3. What team building basics should you know? 4. What are the reasons for team building?

5. Team building activities.

General competence: cooperating towards a common goal in groups


1. To establish a positive team culture, the beliefs, values and norms of behavior. 2. To understand the role of the leader. 3. To develop communication and trust among team members. 4. To encourage experience sharing and generating new ideas. 5. To enhance team members’ motivation. 6. To improve commitment and work efficiency.

Learning Outcomes

Raise awareness of meeting goals through group effort taking advantage of the various abilities and

knowledge.

Broaden understandings about the complexity of the cross-cultural differences.




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Content:

1. What is a team?

2. Team motivation

3. Team efficiency

4. Team building basics



Assessment:


Written tasks

Oral presentations

Resources:








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MODULE 6 COMMUNICATION

Pre-requisites




Module description

The module will help students understand how important it is to communicate appropriately and

efficiently.

Module sections:

1. What is meant by effective communication? 2. What is meant by verbal and non-verbal communication? 3. What cultural differences may influence communication?

General competence: Improving skills for effective and accurate communication.


1. To evaluate the communication context 2. To create awareness of the existence of different types of communication 3. To understand what effective communication means 4. To compare and contrast cultural differences in communication 5. To identify the right means of communication according to the target audience 6. To select the desired action to convey meaning

Learning Outcomes

Communicate according to purpose, audience and context.

Broaden understandings about the complexity of the cross-cultural differences.




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Content:

1. Effective communication

2. Verbal, non-verbal communication

3. Cultural differences



Assessment:


Written tasks

Oral presentations

Resources:








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MODULE 7 PRESENTATIONS

Pre-requisites




Module description

The module is meant to promote effective presentations and public speaking abilities and their

importance to different domains.

Module sections:

1. What are the main types of presentations? 2. What purpose may a presentation have? 3. What is the layout of a presentation? 4. What advanced features may be introduced in presentations? 5. What skills are necessary for a presentation? 6. What presentation openers do you know? 7. Step- by- step presentation model.

General competence: using information and resources to produce and deliver presentations


1. To know the different formats and purpose of the presentations 2. To understand the structure of a concise presentation 3. To analyze the audience 4. To create good quality presentations 5. To deliver presentations clearly, appropriately and persuasively 6. To understand the importance of body language in oral presentations

Learning Outcomes

Manage strategies to promote themselves and their ideas.




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Content:

1. Types of presentations

2. Types of channels of presentations

3. Ten step-presentation model

4. Tips for good presentations



Assessment:


Written tasks

Oral presentations

Resources:








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MODULE 8 PROBLEM SOLVING AND DECISION MAKING

Pre-requisites




Module description

The module is meant to develop students’ abilities to solve difficult problems and/or make complex

decisions.

Module sections:

1. What are the main parts/key components of the problem solving process? 2. What various alternatives can you identify to solve a problem? 3. What skills do you need to solve the problem? 4. What steps can you take to solve a problem? 5. What are the steps in decision making? 6. What positive and negative consequences a certain decision may have? 7. How to make the best decision?

General competence: using specific knowledge to solve problems and make decisions


1. to define the problem 2. to compare and contrast the problem with similar ones using past experience 3. to identify a range of options and alternative solutions when making decisions 4. to analyze the solutions, to discriminate among options and to select the best alternative 5. to identify the advantages and disadvantages of individual and group decisions 6. to make informed decisions and to take responsibility




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Learning Outcomes

Learn to deal with problems and to evaluate proposals to improve performance.

Content:

1. Problem assessment

2. Solution proposal

3. Solution analysis

4. Decision making



Assessment:


Written tasks

Oral presentations

Resources:








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ASSESSMENT Assessment is an integral part of instruction guiding teachers. Based on developing competencies

the assessment is mainly formative seeking to enhance students' learning, commitment and involvement.

The main assessment methods and techniques which may be used for evaluating the overall performance

are: multiple choice, jigsaw, fill in the blanks, matching, short response, essay or oral presentation,

interview, discussion, debate, portfolio, self-reflection, etc.

Providing teachers with assessment standards and indicators the formative assessment helps them

evaluate students’ progress make decisions such as revising certain issues or bringing extra teaching

material.

However, the summative assessment is assured by direct observation and pre and post-testing and a self-

assessment component is also provided (career plan model).

Assessment-standards and indicators

There are 8 major assessment standards. The first 4 assess career understanding and knowledge, the

other 4 are oriented towards skills development and improvement.

The students must master each the standard, but not necessarily all its components.

The overall 50% performance of each standard at an acceptable level proves that the students meet the

requirements.

Assessment standards

Standard Indicators Scale 1-5 1 2 3 4 5

1.What employers want Students understand labor market

requirements

1.1. Understand job advertisement

structure

1.2. Identify employers requirements

1.3. Synthetize relevant information

to meet the employers’

requirements

1.4. Present the information logically

2. Assess yourself

Students realistically evaluate their

own skills

2.1. Understand the importance of

transferable skills

2.2. Recognize the set of skills

possessed

2.3. Select from the skills possessed

the ones matching the desired

career

2.4. Create personal employee profile




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3. Career plan reasoning

Students reason, construct, and

evaluate arguments and develop

logical frameworks

3.1. Reason abstractly and

reflectively, constructing solid

arguments

3.2. Recognize and use connections

between skills and career

development

3.3. Develop and evaluate arguments

and proofs.

3.4. Select and use various types of

reasoning

4. Tips and tools

Students apply and use tools and tips

4.1. Research appropriate tools for

their purpose

4.2. Compare and contrast different

sources of information

4.3. Identify alternative tools and tips

4.3. Use of the different tools

available

5. Team building knowledge and

skills

Students prove team building

understanding and commitment

5.1. Understand motivation for team

building

5.2. Identify and use different roles in

the team

5.3. Demonstrates team building

skills and commitment

6. Communication knowledge and

skills

Students communicate

orally and in writing to peers and

others

6.1. Select appropriate

communication style and format

depending on purpose

6.2. Use the labor market vocabulary

appropriately

6.3. Analyze and evaluate strategies

of communication.

7. Presentation knowledge and

skills

Students create and use varied

presentations

7.1. Analyze target audience and

presentation context

7.2. Select appropriate presentation

formats for different purpose

7.3. Create and deliver presentations

in a concise and effective manner

8. Problem solving knowledge and

skills

Students know, understand, and

apply problem solving strategies

8.1 Adapt and use a variety of

strategies to solve problems

8.2. Apply the information acquired

into new contexts

8.3. Reflect on the process of problem

solving.

8.4. Apply problem solving skills in

new contexts




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METHODOLOGICAL SUGGESTIONS

Stimulating students interest in their after school life and raising awareness of labor market issues are

essential conditions for attitudinal changes.

The methodological suggestions are oriented towards students’ skills development. The transversal skills

development implies the use of flexible interdisciplinary approaches and teaching strategies which focus on

building students confidence in exploring and developing their learning potential, promoting labor market

understanding of how knowledge can be applied in daily life and use of active teaching methods( simulation,

problem based learning, cooperation, role plays, games), critical thinking methods , experiential learning based

on concrete tasks assessment as well as self-assessment using teaching strategies which allow individual, peer and

group work.

Different teaching techniques and learning tasks are incorporated and their selection is in relation to the

topic of each unit. The mixture of methods has been selected according to the students’ age, interest and profile.

The choice of units and methods is meant to encourage learners to make thematic connections and at the same

time to relate content to real life issues, efficiently managing the resources and the intellectual processes.

Recycling previous knowledge from various fields and mostly combining the information in a steam considered

essential to gain access to the labor market (primarily technology, languages and soft-skills) facilitates permanent

learning. Intended as a skill-based syllabus, it can be perceived as “multi-syllabus” as it integrates different

elements of other syllabus types (entrepreneurship, language learning, cross-cultural aspects, personal

development, etc.)

The methodology used is based on skill and know-how acquisition and practice, and less on theoretical

aspects, activating passive teaching and learning resources by focusing on the pragmatic use of the knowledge,

abilities and attitudes the students possess in real labor market contexts. The combination of teaching methods

belonging to the personal development field with those oriented towards the pragmatic labor market domain will,

on one hand, reinforce personal strengths and motivation and, on the other hand, channel these valuable assets

towards early career guidance and worker profile building, enhancing autonomy and personal initiative.

The diversity of the exercises and activities used provides opportunities to find something suitable to each

student’s style and rhythm of learning. The range of activities may range from simple ones, successfully carried

out (such as filling in information) to more complex ones (motivating choice and formal letter writing, for

example). As a result the teacher may adapt and adjust several aspects of the teaching process according to the

classroom needs. Depending on the students’ different styles and rhythms of learning and different levels of

motivation,




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the teacher will decide on the appropriate number of hours devoted to each topic. He may choose a more

personalized methodology according to the students’ profile and interests. The instructional materials may be

adapted, adjusted or extended in accordance with the various contexts of the teaching process.

Instructional material The instructional material used is provided by the teaching toolkit developed by the partnership, yet

freedom of selecting and creating appropriate material is left for the teachers implementing it. The teaching

material should meet multiple criteria such as attractiveness of presentation, authenticity of content and cultural

sensitivity.

Self-discovery is an important principle when deciding the selection of instructional materials.

In addition, the selection of teaching material should encourage free practice in order to facilitate experiential

learning and learning-by-doing.

The selected materials come from a variety of sources: books, websites, newspapers, radios, real life sources, etc.

in order to expose learners to multiple pragmatic aspects.

The format of the materials should be is a combination of print and multimedia, integrating the technology in all

aspects of teaching and learning.

Examples of materials to be used: video/audio recordings, advertisements, podcasts, PPT presentations,

blogs, e-mails, virtual environments, job directories, posters, tables, advice columns, notes/messages, letters,

interview recordings, dialogues, websites, newspapers/magazines, application forms, CVs, surveys, compare and

contrast paragraphs, argumentative texts, etc.

Techniques/Strategies/ Teaching activities The main techniques used along the course implementation is the scaffolded instruction. The scaffolding

techniques is used to support students in the attempt of building upon already acquired knowledge (hard skills)

by breaking the content into more manageable parts.

Students take active roles, being encouraged to use questioning, to provide feedback and support their

peers. Moreover they share the responsibility of learning beyond their current skill and knowledge levels, gaining

ownership of the learning process.




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A blended methods approach is suitable to implement the optional course syllabus, since it offers the

opportunity to combine the strategies and the types of activities according to the level of the students and to use

adaptations immediately. A selection of relevant strategies, activities and exercises is available bellow.

-questioning

-assessing sources of information

- making inferences, predictions, or interpretations

- clarifying issues, conclusions

- exploring implications and consequences

-generating or assessing solutions

-creating and analyzing action plans

-analyzing implications and consequences

-think -pair-share

-compare and contrast

-negotiate

-the circle of viewpoints

-offering plausible interpretations

-transferring knowledge into new contexts

-exercises of identifying personal needs

-exercises of decoding information regarding employment

- interview and cover letter writing

-practicing problem solving and decision making exercises

-exercises of identifying and analyzing resources

- asking and answering questions

- matching

-dialogue in pairs

-true/false

-gap filling

-finding evidence

-filling in an application form




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--

writing emails

-multiple choice

-writing a letter of application

-explaining the meaning of words/expressions

-debate

-problem solving and decision making questionnaires.

-simulations/games

-oral presentations

-portfolio

-career plan filling.




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VALUES AND ATTITUDES

- selection and creativity in using resources regarding the labor market;

- motivation and responsibility in choosing career;

- initiative in charting their career path;

- responsibility in meeting deadlines;

- adaptability and flexibility;

- initiative regarding professional development;

- desire for personal and professional success;

- work satisfaction and a sense of achievement;

- ethical behavior;

- sensible decision making, pragmatic choices regarding career development;

- intercultural tolerance;

- positive thinking and interest in lifelong learning;

- positive self-image;

- strong relationships building by networking;

- alternative solutions finding;

- commitment and engagement;

- challenge or risk taking;

- criticism acceptance;

- interpersonal contact and collaboration;

- self-motivation and independence in carrying out work.




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BIBLIOGRAPHY

Boud, D. (1995). Enhancing learning through self- assessment. Routledge

Earl, L. M. (2003). Assessment as learning: using classroom assessment to maximize student learning.

Corwin Press

Errington, E.P.(2010) Preparing Graduates for the Professions Using Scenario-based Learning, Post pressed

Fredericks, A., Meinbach, A., & Rothlein, L. (1993). Thematic units: An integrated approach to teaching

science and social studies. New York: HarperCollins.

Gravells, A.( 2010) Delivering Employability Skills in the Lifelong Learning Sector, Learning Matters

Sonmez, J.(2014), Soft Skills: The software developer's life manual, Manning Publications

Schulz, B.(2008) The Importance of Soft Skills: Education beyond academic knowledge. Journal of

Language and Communication.pp. 146-154

Wentz, F.H.(2012), Soft Skills Training: A Workbook to Develop Skills for Employment, Create Space

Independent Publishing Platform; Lrg. Edition

Willis, S. (1995). Refocusing the curriculum: Making interdisciplinary efforts work. ASCD Education

Update, 37 (1), 1-8.

http://www.softskills.com.au/about.html

http://www.aeseducation.com/knowledge-center/soft-skills-curriculum/

http://www.softskills.com.au/about.html

http://www.aeseducation.com/knowledge-center/soft-skills-curriculum/

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