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Reboot UKResources to support people in homelessness services improve their digital skills

Appendix: sample forms and lesson plans from Evolve Housing + Support

Contents

Choosing topics for IT classes – expression of interest form..................................................2

CV and online session: sample lesson plan ..............................................................................3

Digital photography and Adobe Photoshop: sample lesson plan............................................8

Music Workshop: sample lesson plan.......................................................................................12

Work & Learning team individual learning plan template........................................................16

Reboot UK sample forms and lesson plans from Evolve Housing + Support 8

We’re going to be offering I.T. classes. So we can get an idea of what you’d like to learn, please go through and tick anything you’re interested in learning.

Please return to George’s pigeon hole at reception.

Your name:

Skill Interested? Email set up & using email Internet basics Keyboard & mouse basics Using a computer & using online searches Using the Internet Safely Completing online forms and creating documents Facebook and socialising online Job hunting online Look after the pennies - online & banking online Photos online Shopping online Skills and careers online Staying healthy with NHS Choices Staying safe online Watching and listening online


Session Title:CV Preparation

Learning Styles: Activities suitable for Visual/Auditory & Kinaesthetic learners

Location & Number of Learners: Time: Tutor:

Aim(s):

Students will be introduced to the uses of CVs, what content should and should not be included in the CV, CV layout and effective presentation and how to publish CV Online using https://www.visualcv.com/

Learning Material/resources Pens / Paper White Board / Pens Handouts A4 paper Flipchart paper

Specific Objectives/Learning Outcomes: Learners will understand the common uses of CVs and what they are for. Tutor will identify who has and wishes to improve their CV as well as identifying learners who do not have a CV. Learners will provide any existing knowledge of CVs with regards to content and layout and will be provided with further information from the tutor. Learners will be introduced to Chronological format CV. With regards to appearance (when typing the CV), learners will be introduced to various functions available on Microsoft Word or Google Docs. Most learners will start or complete a rough handwritten draft of their CV using templates provided or can make notes on their current CVs.

Equal Opportunities & Differentiation will be addressed by: This lesson plan caters for various learning abilities. Worksheets can be produced in larger font/coloured paper. Peer support can be provided through mixed ability groups - learners working together on some tasks. Learners may bring copies of their current CV if they have one available to hand.


https://www.visualcv.com/

Timing Activity - Tutor Activity - Learner ResourcesLearning Checks and Assessment Methods

5 mins Learners join the group

Greet learners as they enter the room and ask each learner to write out a name plaque

Learners take their seats and write themselves out a name plaque

A4 paper plain or colouredFlipchart pens

N/A

2 minIntroduce aims and objectives of session

See front page of session plan

Listen to information provided by tutor / ask questions and participate

Aims and objectives can be pre-written onto flipchart paper

Questions and Answers

5 - 10 mins

Introductions/Ground Rules

Ask group to introduce themselves and what they hope to get from the workshop today and what a good ground rule would be.Tutor writes group ground rules onto flipchart

Learners introduce themselves and state what they hope to get from the course as well as 1 ground rule.

Pens

Flipchart paper

How well do learners listen to each other/what rules did they agree on?

5 mins Icebreaker – Write 3 things about you, 2 are true 1 is false

Customers asked to write down 3 things about themselves on a piece of paper. 2 are true 1 is false. Tutor collects papers and reads them out. The others have to guess first who the person is and then which statement is not true.

Learners participate as much as they feel that they can/want to.

Paper/Pens Participation, ideas, knowledge of different skills.


Timing Activity - Tutor Activity - Learner ResourcesLearning Checks and Assessment Methods

5 mins CV Quiz – True, False or Optional?

FAQs answered and to gather existing knowledge and ideas from the group

Tutor asks each person (or pair) for their answer, using flipchart paper to write feedback or examples

Learners complete the quiz and choose True, False or Optional as an answer to each statement. Learners should complete the quiz on their own but if appropriate, may work in pairs. Group and tutor discuss each answer with reasons.Learners can record the correct answer as each statement is discussed

CV Quiz handout

Flipchart paper and pens

Questions and Answers / Group Discussion/ Learner’s verbal contribution, existing knowledge of CV content/layout

5- 10minutes

CV Layout – Traditional/Chronological CV

Discuss and obtain further knowledge of the chronological (commonly used) CV

Use flipchart paper to write feedback and to create a CV section by section. Use LH side of flipchart paper only. The RH side will be needed for the next activity

What order to you put it in?

Distribute “The Layout of Your CV and other useful tips” handout after the activity

Learners provide verbal feedbackand can ask questions

The Layout of Your CV and Other Useful Tips Handout

Flipchart Paper

Observation and general feedback from group

BREAK TIME - 10 minutes


Timing Activity - Tutor Activity - Learner Resources Learning Checks and Assessment Methods

5 minutes

Presentation of Your CV using Word / Google Docs

If possible, use a short film clip to demonstrate what Word can do – bold, underline, bullet points, different fonts, spacing etcordemonstrate using a laptoporuse the handout provided

Learners can ask questions and provide feedback

Your CV's Appearance is Important too handout

Laptop (if available)Youtube clip (if available)

Participation / verbal feedback

Learners' IT knowledge/skills

15-30 mins

Invite learners to create a rough draft of their CV if they haven’t got one ready.

Arrange times for CV drafting and IT support

15-30min Introduce Learners to how to publish CV Online using https://www.visualcv.com/

Watch short film.Discuss advantages - Save work online or offline as a PDF.Personal professional website - complete with promotional tools like email marketing and social sharing. Track email opens, views and downloads


LaptopYoutube clip

Verbal feedback


https://www.visualcv.com/

Timing Activity - Tutor Activity - Learner Resources Learning Checks and Assessment Methods

10 mins End of session/Next steps

What have individuals learnt today?

Do they have any further questions or need further support and information?

Complete and publish site next week. Mention a bit about online security and safety.

Tutor and group revisit the aims and objectives of the session as well as looking back at what their original hopes were for today

N/A verbal feedback

5 min Learner feedback Survey

Give to learners to gain written feedback from training session

Learners to complete feedback Learner feedback survey Completed Activity


Lesson plan

TRAINER: DATE: LOCATION:

SESSION: Introduction to Digital Photography and Photoshop

TIME: DURATION: 90min

AIM OF SESSION: Learners will be introduced to the basic functions of a digital camera. They will learn the basic principles of composing a good portrait photograph. Learners will learn how to transfer images from camera to computer, how to edit photographs using Photoshop.

TIMING OBJECTIVES/LEARNING OUTCOMES

THE LEARNER WILL:

RESOURCES TRAINERS ACTIVITY LEARNERS ACTIVITY ASSESSMENT

10mins Learners will be able to identify trainer and familiarise themselves with the names of others in the group.

A4 paperFlipchart PensFlipchart

Greet learners as they enter the room and ask each learner to write out a name plaque.Trainer to write their name on flipchart to introduce themselves.Housekeeping, fire exits and ground rules.Deliver icebreaker – Ask learners to write 3 things about you, 2 are true 1 is false. Trainer collects papers and reads them out.

Learners take their seats and write themselves out a name plaque.Contribute to ground rules.Participate in icebreaker - by writing their names and 3 things about themselves. 2 true, 1 false. The other learners have to guess first who the person is and then which statement is not true.

Learners have taken their seats and are clearly identified by their name plaques.

Q and A.

Trainer observations.


5min To gain knowledge of the aims and objectives of the session.

PowerpointSlides 1,2,3

Outlines the sessions aims and objectives.

Explains contents of the session.

Provides answers to any questions asked.

Listen

Ask questions

Q and A

Trainer Observations

10min Learners will identify their current knowledge and understanding of digital photography and image editing equipment.

A4 Logo Handouts Ask learners to get into pairs and in their pairs identify logo’s on handout.

Ask learners to feedback their knowledge of the logo’s to get an understanding of how familiar learners are of the tools used for digital photography and image edited.

Trainer to clarify and gaps in their knowledge by answering any questions.

Get into pairs and participate in activity.

Identify logos if recognised and feedback to group and demonstrate existing knowledge of digital photography equipment and image editing software.

Ask questions.

Q and A


Group discussion.

15 min To gain knowledge and familiarise learners with a digital slr bridge camera and some of its basic functions.

Learners will demonstrate how to operate a digital slr camera to perform at different lighting level.

Powerpoint slides4,5,6

Inc. Youtube vid ***

Present learners with youtube video from powerpoint presentation.

Ask learners to identify the functions on camera and demonstrate how to select different functions.

Trainer to write functions on flipchart.

Ask learners to get into pairs and give 1 camera to each pair.

Ask learners in pairs to take 10 portrait pictures of each other. 5 with use of flash and 5 without

Watch video and ask questions if they have any.

Learners will participate in group discussion and be able to summarise cameras main functions.


Group task.

Q and A.


Discussion.


the use of the flash function.10min Refreshment break Water

TeasCoffeeCups

Trainer will tell learners they have a 10min break

N/A N/A

10min Learners will demonstrate how to transfer images from camera to computer.

Learners will gain knowledge of how to organise digital image files.

SD Cards (Already in cameras)

SD Readers (Already on computers.

Computer/s

Trainer will demonstrate to learners how to open and eject SD card from camera and insert into SD card reader in computer.

Trainer will demonstrate to learners how to create and name a folder on computer.

Trainer will demonstrate to learners how to transfer files from SD card to folder created on computer.

Get into pairs and participate in activity by demonstrating to trainer how to eject SD card from camera

Learner will create and name folder on computer.

Learner will transfer file from SD card to folder created on computer.

Group task.

Q and A.


Discussion.

20min Learner will learn how to open, select, edit save photographs using adobe photoshop.

Computer/s

Powerpoint slide 7,8,9 inc. youtube clip**

Handouts

Trainer will play short film on adobe photoshop.

Trainer will briefly recap main elements with the group

Trainer will demonstrate how to open photoshop and then open and select image file.

Trainer will demonstrate how to adjust brightness, contrast, hues, how to crop, resize and save image.

Trainer will demonstrate how to send to print - If printer is available.

Watch video and ask questions if they have any.

Listen.


Learners will select images work with.

Learners will print and present finish images - If printer is available.

Group task.

Q and A.


Discussion.

Print out.


10min Learners will have knowledge of what was covered today.

Powerpoint slides (recap) 10,11,12

Trainer will recap days session

Trainer will handout evaluation forms.

Trainer will end session.

Listen.

Give verbal feedback.

Give written feedback through evaluation form

Q and A

Trainer observations

Writing


Session Title: FL Studio Workshop

Music Workshop Lesson 1

Learning Styles: Activities suitable for Visual/Auditory & Kinaesthetic learners

Location & Number of Learners: 2-4 Time: 2hrs per lesson Tutor:

Aim(s):Students will be introduced to the uses of FL Studio, to complete a drum track using FL Studio. Steps to include picking the right drums, setting chord up progressions, creating quick melody, adding baseline and if time permitting mix track to make sound more professional.

Learning Material/resources Pens / Paper White Board / Pens Interactive video’s from BusyWorksBeats.com A4 paper Flipchart paper Handout - summary of FL Studio

Specific Objectives/Learning Outcomes: Learners will understand the common uses Digital Audio Workstations (DAW’s) and what they are used for. Tutor will identify who has experience of DAW as well as identifying learners who have no knowledge. Learners will provide any existing knowledge of DAW and share with other learners. Learners will be introduced to various functions of a DAW. Most learners will start or complete a basic track with the objective of mixing it to finished track. Learners will be introduced to the most common ways of publishing / sharing their digital tracks, as well as copyright protection.

Equal Opportunities & Differentiation will be addressed by: This lesson plan caters for various learning abilities. Worksheets can be produced in larger font/coloured paper. Peer support can be provided through mixed ability groups - learners working together on some tasks.

Timing Activity - Tutor Activity - Learner Learning


Resources Checks and Assessment

Methods5 mins Learners join the group

Greet learners as they enter the room and ask each learner to give their name write on a plaque.

Learners take their seats and give their names, write names on plaque.

A4 paper plain or colouredFlipchart pens, biro’s.

N/A

5 minIntroduce aims and objectives of session

See front page of session plan.

Listen to information provided by tutor / ask questions and participate

Aims and objectives can be pre-written onto flipchart paper

Questions and Answers

5 mins Introductions/Ground Rules

Ask group to suggest what ground rules should be.Tutor writes group ground rules onto flipchart.

Learners suggest 1 ground rule each if possible.

Pens

Flipchart paper

How well do learners listen to each other/what rules did they agree on?

5 mins Icebreaker – Customers discussion

Customers can discuss what their aims and ambitions are and how they aim to achieve it.

Learners participate as much as they feel that they can/want to.

Paper/Pens

Participation, ideas, knowledge of different skills.

5 mins Quiz – Music Logo Quiz

FAQs answered and to gather existing knowledge and ideas from the group.

Learners complete the quiz. Identify each logo and suggest whether logo is related to a DAW software, Record Label or Computer hardware manufacturer.

Music Logo Quiz handout

Questions and Answers / Group Discussion /


Tutor asks each person (or pair) for their answer, using flipchart paper to write feedback or examples.

Distribute two handouts, one with the answers.

George to design A4 with logo or look for app

Learners should complete the quiz on their own but if appropriate, may work in pairs. Group and tutor discuss each answer with reasons.Learners can record the correct answer as each statement is discussed

Flipchart paper and pens

Learner’s verbal contribution, existing knowledge of Music Production.

5 - 10minutes

Introduction to FL Studio

Overview - What is a DAW?

Tutor to explain to learners that a digital audio workstation (D.A.W.) is an electronic device or computer software application for recording, editing and producing audio files such as songs, musical pieces, human speech or sound effects. The reason we have chosen FL Studio is because it is extremely intuitive and easy to learn.

Learners provide verbal feedbackand can ask questions.

Flipchart Paper

Observation and general feedback from group

BREAK TIME - 5 minutes

60minutes

Lesson 1 - Introduction to using Drums with FL StudioTutor to explain to learners that we will be building a basic ‘trap beat’ using x4 interactive video’s. Using them as a template to complete their own track.

Ask learners to create a folder onto desktop to save their work onto.

Ask learners open FL Studio and tutor to play video, explain to learners that we will be working through video together.


LaptopYoutube clip

Participation / verbal feedback

Learners' DAW knowledge/skills


To to inform learner that this session will focus on the following Choosing drum sound Creating drum rhythm Creating tempo Creating melody Mixing track down

Watch short film pausing as you go along.https://www.youtube.com/watch?v=4m5ud-jpOP4

15 mins End of session/Next steps

Ask learners to save work into their folders.

Ask learner what have they learnt today?

Do they have any further questions or need further support and information?

Tutor and group revisit the aims and objectives of the session as well as looking back at what their original hopes were for today.

N/A verbal feedback

5 minLearner feedback Survey

Give to learners to gain written feedback from training sessionLearners to complete feedback Learner

feedback survey

Completed Activity


Work and Learning Individual Learning PlanWith the support from staff, please complete the following assessment together.

Name: Date:

English /Literacy

1 I cannot read and write in English and need a lot of help with this.2 I attended school, I learnt how to read and write but gained no qualifications3 I would like to improve my English and gain a qualification4 I have achieved an English qualification at school but would like to achieve a higher level qualification somewhere else5 I’m happy with my levels of literacy and feel that there is no need to improve this.

Please write notes on learning achievements, what was enjoyed during learning activities, any current reading and writing activities and/or any future goals:


Maths/Numeracy

1 I need someone to help me with maths / numeracy, especially when budgeting and purchasing items or if I need to weigh and measure something.

2 I attended school, I know enough maths/numeracy to get by in life but have no maths qualifications3 I would like to improve my maths/numeracy skills and gain a qualification4 I have achieved a maths/numeracy qualification at school but would like to achieve a higher level qualification somewhere else5 I’m happy with my levels of maths/numeracy and feel that there is no need to improve this.

Please write notes on learning achievements, what was enjoyed during learning activities, any current activities and/or any future goals:

Managing money & budgeting


1 I don’t know how much I owe or who to – I don’t want to talk about it.2 Money things are a mess and I’m stuck in a rut. This can’t be fixed3 I don’t want these money problems and I’d like some help in managing this4 I might find some money management and budgeting workshops to be very useful!5 I have no money problems and can manage my money on my own.

Please make notes on any current debts (if permission is given) and whether there is any support already in place or if support is needed.If the customer scores themselves 4 or 5, what is helping the customer to manage their money now?

IT / Computer Skills


1 I’ve seen computers before but have never used one and don’t want to2 I’ve never used a computer before and would like to but I get a bit nervous about it.3 I know some basics such as how to use the internet and type but I would like to know more!4 I’m interested in gaining an IT qualification somewhere5 I’m totally confident about my IT skills and don’t need help with this.

Please write notes on learning achievements, what was enjoyed during any learning activities, any current activities and/or any future goals:

Work / Employment / Volunteering


1 I’ve never had a job before and don’t really want one2 I’ve never had a job before but I think it’s important that I get one soon!3 I have worked before but it was a while ago. I’d like a job but will need help with returning to work4 I’m working but would like a job that can offer me better hours of working and opportunities.5 I’m working and I feel happy in my job at the moment.

Write down notes on any previous paid or voluntary experience, what types of work they might be interested in, what current experience they have now, barriers to work (e.g. no experience, lack of qualifications, health problems etc) and any future work or volunteering goals:

Does the customer have a CV? Y/N

Physical Health


1 I’m not interested in my physical health and I don’t want to talk about it.2 I need to take some responsibility for looking after my health3 I’m doing some things to look after my physical health.4 My lifestyle is reasonably healthy. I need occasional support to keep it that way.5 I’m happy with what I’m doing to look after my physical health and don’t need any support.

Please write notes on any current or past fitness or sports activities that the customer enjoys/has enjoyed. Note any current health conditions and any future fitness/activity goals:

Mental wellbeing


1 I’m worried about my mental health and don’t know what to do about it.2 I have a mental health diagnosis but I feel that I need more support with this.3 I’m receiving help and treatment and feel OK some of the time.4 I feel content and I’m getting on with my life. I need help occasionally.5 I’m enjoying life and mostly feel fine. I don’t need any support.

Please write notes of any Mental Health conditions if the customer wishes to discuss this, whether they have been professionally diagnosed or not. Make notes on any current treatments, medications, therapies and coping strategies

Meaningful use of time


1 I don’t want to talk about work, training, study, learning new skills or having hobbies.2 I often feel bored and I need something to do!3 I know what I want to do but I don’t know where to find what I’m looking for.4 I’m satisfied with the way I spend my time but occasionally need support.5 I’m satisfied with the way I spend my time, I don’t need any extra help.

Please make notes of any current hobbies/interests, include any previous hobbies. Include any future goals that the customer has and note any achievements.

Living independently


1 I don’t feel ready to move on yet. I need some more time and support here2 I’m developing my skills e.g. cooking, cleaning, budgeting and self care but still need some help and support with this3 I’m doing well and have been discussing my future move on with my support worker4 I would like to move out in the next couple of months or so. What are the next steps?5 I’m ready to move out as soon as I can so how do I get my own place?

How long has the customer lived at their Evolve project? Make notes of any future goals, move on plans and how confident the customer feels about moving on into their own accommodation:

Many thanks for completing this assessment!


Reboot UK sample forms and lesson plans from Evolve Housing + Support

What we doHomeless Link is the national membership charity for organisations working directly with people who become homeless or live with multiple and complex support needs. We work to improve services and campaign for policy change that will help end homelessness.

Let’s end homelessness

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web viewif possible, use a short film clip to demonstrate what word can do – bold, underline,...

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