Vocational Preparation Task

1. Vocational Preparation Task

2. Task Criteria • practical application of knowledge, understanding skills and competences developed through the modules • substantial piece of work (10 hours activity per student) • individual task or group task with identifiable contribution from each student • Individual task report describing students own role in full process

3. Assessment Requirements • Evidence of task completion • Individual task report • Individual presentation of task at interview with external examiner

4. Enterprise Task Planner • Title of Task • Aims: Group Aims, Individual Aims • Research and Planning: • Skills/Resource Assessment • Market Research • Decision Making

5. Enterprise Task Planner contd. • Action Plan • Business Plan

6. Enterprise Task Planner contd. • The Enterprise Activity: • My Role • Resources used • Quality Control • Health & Safety • Problems encountered • Evidence of involvement

7. Enterprise Task Planner contd. • Outcomes • Analysis • Strengths • Weaknesses • Areas for improvement

8. Enterprise Task Planner contd. • Self Evaluation • Evaluation of Enterprise • Evaluation of self/own role • Evaluation of group • Integration: (Courses used and for what purpose)

9. Integration - Vocational Preparation Task • Integration Vocational Preparation & Guidance and English & Communication. • At least one other subject (course)

10. Assessment Date End April/Beginning of May

11. RUNNING AN ENTERPRISE FROM THE CLASSROOM

12. PLANNING • Undertake an individual and group audit in relation to skills/competencies that can be brought to the enterprise. • Brainstorm on possible products/services that could be produced by the group. • Choose a number of possible products/services. • Prepare for and participate in the group’s meeting with Enterprise Advisor.

13. Identify resources and possible training needs. • Discuss a structure for the enterprise in terms of roles to be filled, management structure etc. • Decide on a name for the enterprise. • Work out a trial budget. • Participate in interviews for a position in the enterprise. • Conduct market research. • Using the market research findings, decide on product/service. • Research availability of materials, skills, equipment, training.

14. Prepare and cost a prototype. • Test the product and make product decision on basis of customer demand. • Decide on production methods, quality assurance and consumer guidelines. • Raise capital as appropriate.

15. OPERATION • Decide on means of production or roles in provision of service. • Carry out roles in the enterprise paying particular attention to: • Quality assurance • Health and safety guidelines • Customer relations • Open bank account

16. WINDING UP • Liquidate all stocks and assets. • Compile final accounts. • Decide on worker bonuses and shareholders’ dividend as appropriate. • Plan a final shareholders’ meeting. • Participate in enterprise exhibition. • Close any bank accounts.

17. REVIEWING THE EXPERIENCE Evaluation of the experience should be an ongoing process whereby the student, in consultation with the teacher, evaluates her/his own experience and involvement in the enterprise.

18. RUNNING A NON-PROFIT MAKING ACTIVITY/EVENT

19. PLANNING • Undertake an individual and group audit in relation to skills/competencies that can be brought to the enterprise. • Brainstorm on possible events that could be run in the group. • Liaise with community organisations or interest groups as appropriate. • Identify resources and possible training needs.

20. Discuss a structure for the enterprise in terms of roles to be filled, organisational structure etc. • Decide on a name for the enterprise. • Work out a trial budget. • Participate in interviews for a position in the enterprise. • Conduct needs analysis. • Using the research findings, decide on particular events to be organised. • Research availability of materials, skills, equipment, training, finance. • Draw up a sequence of events to ensure completion of the activity within the timescale available. • Raise capital as appropriate.

21. OPERATION • Decide on roles needed for running the event. • Open a bank account if appropriate. • Carry out the roles ensuring that attention is paid to: • Health and Safety • Insurance considerations • Relations with client/customer

22. Keep a strict record of all money incoming and outgoing. • Participate in meetings. • Work as part of a team, solving problems, making decisions, ensuring quality of service and playing an active role in running the event. • Formulate plans for attending the Trade Fair.

23. WINDING UP • Complete all accounts. • Close up bank accounts. • Participate in enterprise exhibition.

24. REVIEWING THE EXPERIENCE Evaluation of the experience should be an ongoing process whereby the student, in consultation with the teacher, evaluates her/his own experience and involvement in the enterprise.

25. KEY ASSIGNMENTS ENTERPRISE 1

26. Satisfactory completion of this module will require the following key assignments • I have listed the main steps involved in establishing an enterprise and identified my personal involvement in the decision making process. • I conducted a market research survey and undertook an analysis of my findings using ICT.

27. I kept a diary of my personal involvement. • I produced a report of my experience under the following headings: • Working as part of a team • Decision-making • Solving problems • Selling our product/service outside of the school or organisation • Personal learning from the enterprise experience.

28. ENTERPRISE 2 KEY ASSIGNMENTS

29. Satisfactory completion of this module will require the following key assignments • I undertook an assessment of my own skills and qualities and the group’s skills and qualities. • I set specific goals and presented a detailed work-plan. • I kept a personal diary of the experience. • I helped to prepare a display of the event/activity e.g. video, photographs, charts etc. (This can be the stand prepared for the Trade Fair where each student describes his/her contribution to same)

30. Other Possible Tasks • Careers Investigation • Task Anchored in English and Communications