Teaching the Leaving Certificate Vocational Programme January/February 2008

1
Teaching the Leaving Certificate Vocational
Programme January/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
PASSIVE
20 of what we hear
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 the World of
Work, is designed to provide the student with a
general knowledge of the world of work, the
skills to find employment 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
My Own Place
Agencies involved in Industrial Relations
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
My Own Place
Work Experience
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 dont 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 SLOs 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_at_pdst.ie