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Teaching the Leaving Certificate Vocational Programme January/February 2008

Teaching the Leaving Certificate Vocational Programme January/February 2008. Supporting our LCVP Teachers A date for your Diary: LCVP National Conference Saturday March 1 st Hodson Bay Hotel, Athlone. LCVP Resource CD . The LCVP Syllabus. ACTIVE LEARNING.

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Teaching the Leaving Certificate Vocational Programme January/February 2008

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  1. Teaching the Leaving Certificate Vocational ProgrammeJanuary/February 2008

  2. Supporting our LCVP Teachers A date for your Diary: LCVP National Conference Saturday March 1st Hodson Bay Hotel, Athlone

  3. LCVP Resource CD

  4. The LCVP Syllabus

  5. ACTIVE LEARNING READING HEARING WORDS LOOKING AT PICTURES WATCHING A VIDEO LOOKING AT AN EXHIBIT WATCHING A DEMONSTRATION SEEING IT DONE ON LOCATION PARTICIPATING IN A DISCUSSION GIVING A TALK DOING A DRAMATIC PRESENTATION SIMULATING THE REAL EXPERIENCE DOING THE REAL THING AFTER TWO WEEKS WE TEND TO REMEMBER……. 10% of what we read 20% of what we hear PASSIVE 30% of what we see 50% of what we see and hear 70% of what we say ACTIVE 90% of what we say or do Adapted from Edgar Dale Audio Visual Methods in Teaching Holt, Rinehart and Winston

  6. Preparation for the World of Work Purpose The Link Module, Preparation for theWorld of Work, is designed to provide thestudent with a general knowledge of the world of work, the skills to findemployment and experience in an adult working environment.

  7. Preparation for the World of Work Unit 1 Introduction to Working Life Unit 2 Job Seeking Skills Unit 3 Career Investigation Unit 4 Work Placement

  8. Link Modules Assessment Portfolio of Coursework • Core Items • CV • Career Investigation • Enterprise/Action Plan • Summary Report • Options - any two from:- • Diary of Work Experience • Enterprise Report • Recorded Interview/Presentation • Report on “My Own Place”

  9. Preparing Portfolio Items • Programme Statement • NCCA Guidelines • DES Guidelines and Circulars

  10. Investigating the Local Area

  11. Local Area Investigation Main Sources of Employment Social Services& Job Creation agencies Potential for Tourism Range of Enterprises Agencies involved in Industrial Relations My Own Place Financial Institutions Voluntary Bodies Agencies providing Transport Principal Economic Activities

  12. Think, Pair, Share (Lyman & McTighe, 1988)

  13. Investigating My Own Place Module 1 Unit 1 Introduction to Working Life 1.1 Identify the main sources of employment in the local area 1.2 Identify the main social services and job creation agencies in the local area 1.3 Identify the main agencies that provide transport in the local area 1.4 Identify the main financial institutions servicing the needs of the local area 1.5 Identify the main agencies involved in industrial relations in the local area 1.6 Identify the principal economic activities of the local area 1.7 Evaluate the potential for tourism in the local area

  14. Investigating My Own Place Module 2 Unit 2 Local Business Enterprises 2.1 Identify a range of enterprises in the local community Module 2 Unit 3 Local Voluntary Organisations/Community Enterprises 3.1 Identify the voluntary bodies that carry out community work in the locality 3.2 Describe the work carried out be a range of voluntary groups in the locality

  15. Preparation for the World of Work Additional points in Unit 1: Main differences between school and work Employment, unemployment, rights and responsibilities of Employee and Employer, Contract of Employment Protection of Young Persons Employment Act 1996 Understand current Health and Safety regulations in workplaces Role-play a situation that could give rise to a dispute in the workplace/Trade Unions Understand issues relating to diversity in the workplace and Employment Equality Act Arrange a visit to a training scheme in the locality and/or invite an appropriate speaker from such an organisation to visit the group in the school

  16. Exploring the Local CommunityMy Own Place Options A broad definition of “My Own Place” is envisaged, enabling students from different school settings to interpret their local area in a variety of ways: • Our local town or village • Our local parish or townland • The area around our school • Selected locations in a large urban area e.g.Class Survey, My Route to School, Street Survey, Local Shopping Centre/ Industrial Estate

  17. Methodologies for Investigating “My Own Place”

  18. Local Area Investigation….a starting point for …. Visit out to Local Enterprise Visit In Community Enterprise Job Seeking Skills Work Experience My Own Place Career Investigation Enterprise Activity Potential for tourism in the area Issues in the area

  19. Local Area Investigation A starting point for teaching “Job Seeking Skills”

  20. Job - Seeking Skills Module 1 Unit 2 Job – Seeking Skills 2.1 Recognise the different ways in which job vacancies are advertised 2.2 Apply for a job by letter, telephone and email 2.3 Complete an application form 2.4 Compile and create a curriculum vitae in word processed format 2.5 Explain how to prepare for a job interview 2.6 Engage in a simulated job interview

  21. Job Seeking Skills Module 1 Unit 2 Job – Seeking Skills 2.1 Recognise the different ways in which job vacancies are advertised

  22. Looking for a Job • Newspapers (national & local) • Radio • Noticeboards • Internet • Notices in shop windows • Journals • Recruitment Fairs • Word of Mouth • Other

  23. Recruitment Websites • www.irishjobs.ie • www.monster.ie • www.jobs.ie • www.loadzajobs.ie • www.staff.ie • www.recruitireland.com

  24. Job Advertisements • Skills • Qualities • Box Number • Personnel Manager • Human Resources Manager • Referee • SAE • References

  25. Methods of Applying for Jobs • Curriculum Vitae • Application Form • Letter of Application • Email • Walk in Interviews • Telephone Interview • Other

  26. Job Applications

  27. Applying for this Job Information Required

  28. Curriculum Vitae A core portfolio item

  29. Curriculum Vitae Assessment Criteria (pg 47 PS) • Generate a word processed document with a clear and consistent layout • Choose font, format and language appropriate to the task content • Select relevant information, categorise under appropriate headings and arrange in appropriate order • Communicate concisely and accurately using correct grammar, spelling and punctuation • Highlight personal skills and qualities in an imaginative way

  30. Curriculum Vitae • Core Item • 2 A4 Pages • Regular Font – Times New Roman

  31. “My Own Place” Plan Summary Report – Provided you don’t submit a ‘My Own Place’ Report in Options Recorded Interview My Own Place Report

  32. Report on “My Own Place” An optional portfolio item

  33. Report on “My Own Place” Assessment Criteria (pg 53 PS) • Generate a document with a clear and consistent layout • Identify the local area under investigation • Define aims / objectives and scope of the investigation • Outline the methods used to collect information about the local area • Describe and out – of – school group activity undertaken as part of the investigation • Analyse the information gathered and select relevant material • Identify and analyse an important issue relevant to the local area • Use maps, charts, tables, diagrams, pictures, as appropriate to support and illustrate main findings • Link the activity to learning in the relevant Leaving Certificate subjects • Describe and evaluate personal contribution to the investigation • Draw conclusions and make recommendations appropriate to the investigation

  34. Report on “My Own Place” • Optional Item in the Portfolio • 50 marks • Word processed • 1000 – 1500 words • Number pages • Headings and subheadings

  35. Template • Title Page • Table of Contents • Introduction • Aims / Objectives • Research Methods • Out – of – School Activity • Main findings of the investigation • Analysis of a local issue • Link to learning • Personal Contribution to investigation • Conclusions & Recommendations • Evaluation See grid page 148 NCCA Assessment Guidelines

  36. Career Investigation Preparation for the World of Work Unit 3 Career Investigation This unit introduces students to the skills of career research and planning and should be related to their aptitudes, interests and choice of Leaving Certificate subjects with particular reference to their Vocational Subject Grouping (VSG)

  37. Rationale • The ability to research and plan a career is an essential life long skill • Students need to know how to access information about career opportunities and to develop self-awareness to evaluate vocational options open to them

  38. Career Investigation Assessment Criteria (pg 49 PS) • Generate a document with a clear and consistent layout • Describe a specific career concisely and accurately • Identify and categorise skills, qualifications and training relevant to the selected career • Describe two pathways to the selected career • Evaluate the selected career in the light of personal aptitude, interests and choice of Leaving Certificate subjects • Present clear evidence of interaction with adults other than teachers in a relevant out of class learning experience • Evaluate the experience of undertaking a career investigation

  39. Career Investigation • Core Item • Word processed document • 300 – 600 words in length • Audio cassette tape • 3-5 minute interview

  40. Possible Template • Title • Description of Career • Skills and Qualities • Qualifications and Training / Two Pathways • Interaction • Evaluation of a) Career in light of personal aptitude, interests and choice of LC subjects and b) skills developed and insights gained from the experience of undertaking the career investigation

  41. Prior to WORK EXPERIENCE Revise the following: • Legislation • Communications • Teamwork • Leadership • Entrepreneurship • Referees • Interview skills • Planning – revise for all activities • Evaluation – revise for all activities • Exam Questions • Methodologies • Pair work • Jigsaw method • Templates

  42. Work ExperienceConsiderations • Who organises work experience? • How do students look for WE? • 5th or 6th Year? What time of year? • How long is the placement? • Who contacts the employers? (before, during and after) • Is the employer required to fill in a report on the work experience? • Who discusses the report with the student? • Insurance arrangements • Safe Pass • Are students aware of Health & Safety legislation?

  43. Work ExperienceConsiderations • What SLO’s will the activity cover? • What resources will you use to prepare students for this activity? • How will students record their experiences during the work placement/work shadow? • Will the students interview someone for their Career Investigation during the work placement/work shadow? • What portfolio items will they complete? • Who is responsible for overseeing the writing up of portfolio items? • What aspects of the written exam will be incorporated into the activity

  44. DIARY OF WORK EXPERIENCE Assessment Criteria (pg 50 PS) • Generate a document with a clear and consistent layout • Name and give a concise description of the work experience placement • Provide an explanation of why the placement was selected • Give a sequential, day-to-day account of the experience • Analyse personal performance • Evaluate the experience in the light of personal vocational aspirations • Apply what has been learned to work at home, in school and in the community

  45. DIARY OF WORK EXPERIENCE • Word processed/handwritten • 1000 – 1500 words • Layout • Introductory Section • 3 dated entries • Evaluation • Appendices kept to a minimum

  46. TEMPLATE • Name and description of placement • Reasons for selection • Sequential day-to-day account • Analysis of personal performance • Evaluation in light of career aspirations • Application

  47. LCVP Written Exam

  48. Link Modules AssessmentWritten Examination • Section A - Audio Visual • Video sequence of an enterprise • Section B - Case Study • Received 4 weeks in advance • Section C - General Questions • Choice of 4 questions from 6

  49. Ticket To Leave • Something I learned today: ________________________________ ________________________________ • Something I would like a further input on : ________________________________ ________________________________

  50. Contact Details: business@pdst.ie

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