course_curriculum_v10_en

GOAL.NET course curriculum









Acknowledgements: Parts of this curriculum have been adapted from an earlier project

led by the UK’s National Learning and Skills Council and we thank them for allowing us to

incorporate these elements in this publication.

Table of content

GOAL.NET course curriculumTable of content ....................................................................................... 1



Table of content ...................................................................................................................................... 2



Personal development ............................................................................................................................ 4



1.1 Self Esteem and self confidence ............................................................................................. 4



1.1.1 Identify why self esteem and confidence is important................................................... 5



1.1.2 Recognise personal skills and qualities that develop self esteem and confidence ........ 7



1.1.3 Develop skills and qualities to build self esteem ............................................................ 8



1.2 Managing Aggression ............................................................................................................ 10



1.2.1 Understanding Anger and Aggression .......................................................................... 11



1.2.2 Understanding Your Own Anger ................................................................................... 12



1.2.3 Managing Anger and Aggression .................................................................................. 14



1.3 Problems and Stress.............................................................................................................. 16



1.3.1 Understanding Stress .................................................................................................... 17



1.3.2 Managing Stress ............................................................................................................ 19



1.3.3 Responding to Peer Pressure, Bullying and Abuse ....................................................... 21



2 Basic and Key Skills........................................................................................................................ 24



2.1 Basic and key skills ................................................................................................................ 24



2.1.1 Personal hygiene ........................................................................................................... 25



2.1.2 Language skills............................................................................................................... 27



2.1.3 Maths ............................................................................................................................ 28



3 Work Preparation and Sustainability ............................................................................................ 31



3.1 Into employment .................................................................................................................. 31



3.2 Getting and keeping a job ..................................................................................................... 36



3.2.1 Choosing the right job for you – setting appropriate goals .......................................... 36



3.2.2 The Positive and Negative Effects of How People View Me ......................................... 38



3.2.3 Time Keeping................................................................................................................. 41

3.2.4 Commitment ................................................................................................................. 44



3.3 Starting work ......................................................................................................................... 47



3.3.1 Planning your route to work ......................................................................................... 48



3.3.2 Facing concerns about starting work ............................................................................ 49



3.3.3 Understanding who’s who at work ............................................................................... 51



3.3.4 Working with others ..................................................................................................... 53



3.3.5 Understanding Terms and Conditions of Employment................................................. 55



3.3.6 Understanding your rights and responsibilities for health and safety at work ............ 57



3.3.7 Understand what to do in the event of accidents and emergencies ............................ 60



3.4 At work .................................................................................................................................. 63



4 Planning and Reviewing Learning ................................................................................................. 67



4.1 Targets and Deadlines ........................................................................................................... 67



4.2 Identifying your learning style .............................................................................................. 71



4.3 Reviewing your learning progress ......................................................................................... 74

Personal development

1.1 Self Esteem and self confidence

Activity (hours)





Identify why self-esteem and Student activity (hours) Tutors activity

confidence important (hours)









Content of 1.Importance of self-esteem X3 hours Lesson

themes X 4 planning

2.Identify what is self-esteem X3 hours

Resources

3.Why is self-esteem important X3 hours development

4.Demonstrate consequence of loss X3hours for x4 sessions

of self-esteem



X12 hours









Sub-total 12 hours class room learning Approx 16

hrs





Recap of Recap on units numbers 1 to 4 Student recap skills Tutor some 1:1

learning support with

Taught in sessions 1 hour students

per unit (4 hours) where needed

to check

learning ( 4

hours)



Assessment Students assessment Tutor

of skills On units 1 to 4 papers(exam) or/and preparation

taught practical assessments planning of

assessments

1 hour assessment per

unit (4 hours) (4 hours

approx)





Sub-total hours total 20 hours 24 hours



planning and teaching

Total workload





Auditory / additional workload ratio









1.1.1 Identify why self esteem and confidence is important





1 Title: Identify why self esteem and confidence is important



2 Aims:



 This unit will help you to recognise the importance of self esteem and confidence.



3 Learning objectives:



 To understand why self esteem and confidence is important in personal development.



 Be able to identify what is meant by self esteem and self confidence.



 Demonstrate the reasons why self esteem is important.



 Demonstrate the consequences of the loss of self esteem.



4 Content of the themes:



 To understand why self esteem and confidence is important in personal development



o Self esteem and confidence are important because people who have high self

esteem are likely to be happy, well adjusted, successful and healthy.



o It is important to personal happiness and personal success to feel valued and that

you matter.



 Be able to identify what is meant by self esteem and self confidence



o Definitions of self esteem and self confidence.



o Self esteem as having a favourable regard and respect for oneself.



o Self confidence as a belief and trust in ones own abilities, qualities and judgment.



 Demonstrate the reasons why self esteem is important



If you have self esteem then you will:



o feel good about yourself,



o feel that you matter to others,

o have the confidence to try new things, takes risks, meet new people, and talk to

others.



 Demonstrate the consequences of the loss of self esteem



o If you don’t have self esteem you could:



 Feel lonely and unhappy



 Feel unsure of yourself



 Worried about things



 Not feel like behaving well



 Find it difficult to try doing something new



 Find it difficult to meet new friends



 Find it difficult try new job opportunities



 Feel bad about yourself



5 Teaching strategies



 Role play situations



 Discussion of identifying feelings



 DVD of examples



 Picture cards to recap learning of examples of positive and negative body language



6 Previous knowledge if necessary



 N/A



7 Resources



 DVDs



 Picture cards



 Flip chart and pens



8 Assessment criteria



 Describe what it means to have good self esteem.



 List 3 reasons why self esteem is a good thing.



 List 3 things that can happen if you don’t have good self esteem.



9 Summary

Through using outlined teaching strategies and picture cards to recap skills, learning outcomes can

be measured and recognised.



10 Glossary



 Self esteem: having a favourable regard and respect for oneself.



 Self confidence: a belief and trust in ones own abilities, qualities and judgment.



1.1.2 Recognise personal skills and qualities that develop self esteem and

confidence

1 Title: Recognise personal skills and qualities that develop self esteem and confidence



2 Aims:



 This unit will help you to recognise your personal qualities and develop self esteem.



3 Learning objectives:



 Recognise personal skills and qualities that develop self esteem and confidence



 Reappraise past experiences



4 Content of the themes:



 Recognise personal skills and qualities that develop self esteem and confidence



o Recognising your personal qualities involves knowing your good points, being able to

talk about them and feeling good enough about yourself that you won’t be too

upset by people saying bad things about you and won’t keep thinking about bad

things people have said.



 Reappraise past experiences



o Recognising our qualities can allow us to look at things that have gone wrong for us

in a different way. We may then realise that things that have happened in the past

may not be our fault. This can help us to learn how to move on from past

experiences.



5 Teaching strategies



 Discussion to facilitate recognition of personal qualities



 Role play scenarios on past experiences



 Handouts to recap learning



 Link with feeling from 1.1 session



6 Previous knowledge if necessary

 N/A



7 Resources



 Flip chart



 Pens



 Handouts



8 Assessment criteria



 Make a compliments list of nice things people have said about you.



 Give a list of 5 things you have achieved that make you feel good about yourself.



 Make a list of 5 things you think you are good at.



9 Summary



Students should be able to list what makes them feel good about themselves and recognise their

own achievements and abilities.



10 Glossary



 Reappraise: To look at something again to see if you feel the same about it.



 Your personal qualities: Something that is particularly good or nice about you.



 Achievements: Something you have done well or a task you have completed successfully.



1.1.3 Develop skills and qualities to build self esteem

1 Title: Develop skills and qualities to build self esteem



2 Aims:



 This unit will help you to identify ways to improve your levels of confidence and self esteem.



3 Learning objectives:



 Develop skills and qualities to build your own self esteem.



 Develop skills at supporting other people to build their self esteem.



4 Content of the themes:



 To help you recognise your own skills and abilities:



o Learn to know when you have done something well and be proud of yourself.



o Set targets and be determined to meet them.



o If you’re not able to do something right the first time, don’t give up and try again.

 To help you help others to build your self esteem:



o Offer encouragement



o Tell them when they’ve done well



o Offer support when they’re finding things difficult



5 Teaching strategies



 Discussion on skills and abilities (recap previous skills development 1.2).



 Target sheet handout to identify new skills to develop .



 Role play scenarios.



6 Previous knowledge if necessary



 N/A



7 Resources



 Flip chart



 Pens



 Handouts



8 Assessment criteria



 Describe something that you have done well or that you are proud of achieving.



 List 3 things you can do to help you recognise your skills and abilities.



 List 3 things you can do to help other people feel good about themselves.



9 Summary



Through discussion , role play, and handouts (targets set) students should have more understanding

of abilities and/or skills achieved and new ones set a review/follow up session needs to be in place

for new targets to be reviewed.



10 Glossary



 Be determined: make your mind up that you’re definitely going to do something.

1.2 Managing Aggression

Activity (hours)





1.2.2 Understand your own anger Student activity (hours) Tutors activity

(hours)





Content of 1.recognise aggressive reactions X4 hours = 2x2 hour Resources

themes X 2 sessions development

for x2 sessions



8 hours

2. understand consequences of X 4 hours =2x2hour

aggression sessions









Sub-total 8 hours class room learning 8 hours



planning





Recap of Recap on units numbers 1 and 2 Student recap skills Tutor some 1:1

learning support with

Taught in sessions 1 hour students

per unit (2 hours) where needed

to check

learning ( 2

hours)



Assessment Students assessment Tutor

of skills On units 1and 2 papers(exam) or/and preparation

taught practical assessments planning of

assessments

1 hour assessment per

unit (2 hours) (2 hours

approx)





Sub-total 12 hours 12 hours





Total workload





Auditory / additional workload ratio

1.2.1 Understanding Anger and Aggression

1 Title: Understanding Anger and Aggression



2 Aims:



 This unit will help you to identify what makes you feel angry and what makes your anger

turn into aggression.



3 Learning objectives:



 Understand and recognize the feelings of anger and aggression.



 Recognize situations and conditions that trigger aggression.



4 Content of the themes:



 Understand and recognize the feelings of anger and aggression



o What does it feel like to be angry?



o What kinds of behaviour show aggression?



o Can you be angry without being aggressive?



o Is it right to get angry?



o Is it right to be aggressive?



 Recognize situations and conditions that trigger aggression



o Feelings of frustration



o Feeling out of control



o Being unsure of how to react to other’s behaviour sometimes leads to aggression



o Not being able to talk about your feelings



o Feeling you’re not being listened to



o Fear caused by being in new situations



5 Teaching strategies



 DVD on anger and aggression



 Picture cards showing different emotions/ scenarios



 Group discussion on anger and aggression



 Case scenarios/or real scenarios (dependant on student group)



 Handouts on anger and aggression

6 Previous knowledge if necessary



 N/A



7 Resources



 The session would need a facilitator with good classroom/student management skills.



 Flip chart



 Pens



 Picture cards



 DVD



 Handouts



8 Assessment criteria



 What can anger and aggression be reactions to?



 Give some reasons why people can become angry and aggressive.



9 Summary



Through group discussion, picture recognition and case discussion, students should be able to

identify aggression and its triggers more easily.



10 Glossary



 Glossary: Anger and aggression are strong reactions to things going wrong or not getting

everything our own way or being upset with the things that other people do or say to you.



 Anger: A strong feeling of not being pleased or feeling very cross.



 Aggression: Outward display of anger, attacking somebody physically or verbally.



1.2.2 Understanding Your Own Anger

1 Title: Understanding Your Own Anger



2 Aims:



 This unit will help you to identify what makes you feel angry and what makes your anger

turn into aggression.



3 Learning objectives:



 Recognise aggressive reactions



 Understand the consequences of aggression

4 Content of the themes:



 Recognise aggressive reactions:



Symptoms of anger building up to aggression include:



o Feeling your heart beat faster



o Tensed muscles



o Clenched fists



o Bulging eyes



o Your face going red.



o Swearing, shouting and saying rude things



o You can feel as if you’re going to burst and you have to do something about it



 Understand the consequences of aggression:



o Sometimes these aggressive feelings get so bad it makes people become violent



o Violence can lead to people getting seriously hurt or killed



o Violence can lead to a criminal conviction and a prison sentence



o Being violent can damage your relationships with friends and family



5 Teaching strategies



 Use of picture cards and news cuttings



 Group discussion



 Recap of session 1.4



 Role play with good classroom/student management



 Students need to understand their own anger/aggression triggers through previous

experience



6 Previous knowledge if necessary



 N/A



7 Resources



 Flip chart and pens



 Picture cards



 Newspaper cuttings

 DVD clips



8 Assessment criteria



 List 3 typical physical reactions to aggression.



 Describe what can happen when aggressive feelings are allowed to build up.



 List 3 things that can happen if people become violent.



9 Summary



Students should through group discussion and picture cards be able to identify own reactions and

reactions of others.



10 Glossary



 Violence: Attacking somebody or something with force, deliberately trying to hurt or

damage them.



1.2.3 Managing Anger and Aggression

1 Title: Managing Anger and Aggression



2 Aims:



 This unit will help you to develop positive strategies to managing your own anger and

aggression and to manage them in other people.



3 Learning objectives:



 Be able to identify strategies to manage your own aggression.



 Be able to identify strategies to cope with aggression in others.



4 Content of the themes:



 To manage your own aggression you might try the following ideas:



o Relaxing your shoulders



o Taking deep breaths to slow down your heart beat



o Counting to 10 to give you time to think



o Walking away and doing something else you enjoy



o Find a way to burn off that energy that won’t hurt anybody else – punch a pillow not

another person



o Practice saying no when the other person is pushing you to do something you don’t

want to do.

 To manage the aggression of another person you might try:



o Find out what each of you wants to happen



o Important to do something before things get too bad



o People who are trying to help of stop a fight or argument have to keep their own

opinions to themselves



o Don’t take sides



5 Teaching strategies



 DVD



 Picture game consisting of aggression triggers



 Group discussion/role play of containment of own aggression tactics



 Handouts



6 Previous knowledge if necessary



 N/A



7 Resources



 Flipchart and pens



 Game cards



 Handouts



8 Assessment criteria



 List 3 things you can do to manage your own aggression.



 List 3 things you can do to manage aggression in others.



9 Summary



A developing understanding of own triggers should enable students to plan strategies for aggression.



10 Glossary



 N/A

1.3 Problems and Stress

Activity (hours)





Unit Managing anger and aggression Student activity (hours) Tutors activity

(hours)

1.2.3





Content of 1.managing your own anger and X4 hours = 2x2 hour Lesson

themes X 2 aggression sessions planning



2.manage the aggression of another X 4 hours =2x2hour Resources

person sessions development

for x2 sessions







8 hours









Sub-total 8 hours class room learning Approx 8

hours



planning





Recap of Recap on units numbers 1 and 2 Student recap skills Tutor some 1:1

learning support with

Taught in sessions 1 hour students

per unit (2 hours) where needed

to check

learning ( 2

hours)



Assessment Students assessment Tutor

of skills On units 1and 2 papers(exam) or/and preparation

taught practical assessments planning of

assessments

1 hour assessment per

unit (2 hours) (2 hours

approx)





Sub-total 12 hours 12 hours



planning and teaching

Total workload





Auditory / additional workload ratio









1.3.1 Understanding Stress

1 Title: Understanding Stress



2 Aims:



 This unit will help you to understand the causes and results of stress.



3 Learning objectives:



 Recognise situations and conditions that trigger problems and stress.



 Understand that some stress can be helpful in some situations.



 Recognise typical reactions to problems and stress.



 Understand the consequences of allowing stress to build up.



4 Content of the themes:



 Recognise situations and conditions that trigger problems and stress



Stress is the worked up feeling you get when things are happening to us or we are asked to

do things that challenge us in a bad way or good way.



Things that stress us in a bad way include:



o No where to live



o Fear of failure



o Confrontation



o Peer Pressure



o Bullying



o Family problems



o Being Scared



Because they make us feel bad about ourselves or worried and frightened



 Understand that some stress can be helpful in some situations



Things that stress us in a good way include:

o Competitions, e.g. sport, quiz, team games



o Be given a challenge, e.g., job interviews



o Challenges that may push us to do better



 Recognise typical reactions to problems and stress



Reactions to problems and stress include:



o Increased heart rate



o Tensed muscles



o Sweaty palms



o Butterflies in stomach



o Faster breathing



o Feelings of anger



o Frustration and loss of control



o Not sleeping very well



o Not eating properly



o Hurting yourself



o Not talking to others



o Not feeling like doing anything



o Feeling tired all the time



o Feeling ill



 Understand the consequences of allowing stress to build up



Allowing negative stress to build up can cause



o Physical illness



o Mental illness



o Problems with work



o Problems with relationships



5 Teaching strategies



 Discussion of kinds of stress students to identify personal stress triggers.

 Case notes of stress scenarios/ own experiences.



 Handouts to recap learning.



 Students input of experiences as part of discussion.



 Picture cards for recognition of stress and its factors.



6 Previous knowledge if necessary



 N/A



7 Resources



 Handouts



 Case notes



 Picture cards



8 Assessment criteria



 List 3 causes of stress.



 List 5 possible reactions to stress.



 Describe what can happen if you allow stress to build up.



9 Summary



Through discussion and understanding of how students deal with individual levels of stress, students

should be able to identify their own and others’ reactions to stress. By these means, strategies can

be developed to give some help to cope with situations as they arise.



10 Glossary



 Stress: something physical, mental, or emotional that causes bodily or mental tension.



 Symptoms: something you experience and notice physically or mentally as a result of an

illness or mental state.



1.3.2 Managing Stress

1 Title: Managing Stress



2 Aims:



 This unit will help you to manage stress better.



3 Learning objectives:



 Examine a range of ideas for coping with stress.

 Be able to identify possible strategies to manage your own problems and stress.



4 Content of the themes:



 Examine a range of ideas for coping with stress



 Try some of these ideas to help you cope with stress:



o Exercise - it develops and maintains a healthy body which directly reduces stress



o Healthy Eating– lots of fruit, vegetables and water.



o Managing Anger



o Doing something you enjoy



o Find other people who can help



o Find someone to talk to you feel comfortable with



o Ask for help if you need it



o If you drink or smoke try to cut down because it might make you feel worse.



 Be able to identify possible strategies to manage your own problems and stress



o Consider what you learned about your own sources and levels of stress in unit 1.8.



o Now look at some of the ideas for coping with stress we’ve just learned and choose

which ones you think will suit you best.



o Develop a plan for yourself to help you feel calmer when you become stressed.



5 Teaching strategies



 Group discussion and information on points, how to maintain a network of support would

also be useful.



 Articles and resources on healthy eating or session with facilitator.



 Cooking session to try healthy foods.



 Resources on relaxation technique.



 Exercise session with facilitator.



 Yoga and relaxation sessions with facilitator.



 Relaxation sessions with expert facilitator.



6 Previous knowledge if necessary



 N/A

7 Resources



 Flip chart and pens



 Leaflets on criteria points



 Sessions with expert facilitators



 Sports equipment and venue



 Cookery equipment, venue and healthy foods



 Relaxation CDs



8 Assessment criteria



 List 5 things you can try to help you to manage stress.



 Write a plan for managing your own stress.



9 Summary



Through focus on self help and how to build a network of support, students should be able to list

how to manage stress.



10 Glossary



 Yoga: An activity that uses movement, breath, posture, relaxation and meditation in order to

establish a healthy, lively and balanced approach to life.



 Facilitator: A person who leads an activity, making sure that it is carried out safely and

properly to a plan.



1.3.3 Responding to Peer Pressure, Bullying and Abuse

1 Title: Responding to Peer Pressure, Bullying and Abuse



2 Aims:



 This unit will help you to recognise when others are putting pressure on you to do the wrong

thing or when you are being bullied or abused and to respond appropriately.



3 Learning objectives:



 To understand the meaning of “peer pressure”, “bullying” and “abuse” and be able to

recognise them.



 To understand the effects of peer pressure, bullying and abuse.



 To develop strategies for responding appropriately to peer pressure, bullying and abuse.



4 Content of the themes:

 To understand the meaning of “peer pressure”, bullying and abuse and be able to

recognise them



o Your peers are people around your age, who might go to school or college with, or

hang out with.



o Your peers might look out for you, keep you out of trouble, or even lead you into

trouble.



o If your peers try to make you do something against your will or better judgement,

this is called “peer pressure”.



o When someone deliberately threatens, frightens, abuses or hurts another person

repeatedly this is called bullying.



o Abuse is a pattern of behaviour in which physical violence and/or emotional

pressure is used to gain or maintain power or control in a relationship.



 To understand the effects of peer pressure



o Being made to do something against your will can make you feel bad about yourself



o It can get you and them into trouble



o It can spoil your friendship



o It can make you lose respect for each other



 To develop strategies for responding appropriately to peer pressure



o It will take some courage to do the right thing if you think it might make you look

silly in front of your friends.



o Think about what you might be able to say to a friend if they try and make you do

something you don’t want to



o You could point out the consequences of doing that thing



o You could try and get them to do something else



o You could tell them you don’t feel comfortable



o You could tell them you feel bullied and remind them that friends should be

supportive not bullying



o If you are being bullied or abused you should report it



o If you feel that a friend wants you to do something bad or wrong you could tell a

responsible adult in confidence



5 Teaching strategies

 Discussion:- students to give examples of experiences



 Discussion on the consequences of peer pressure



 Extracts from stories or articles on the consequences of peer pressure



 Role play situations to highlight differences in peer group pressure



6 Previous knowledge if necessary



 N/A



7 Resources



 The facilitator should be trained and experienced in working with students who have been

bullied or abused.



 Articles and stories on peer pressure and bullying



 Flip chart and pens



8 Assessment criteria



 Describe what the word “peer” means.



 Describe what the terms “peer pressure”, “bullying” and “abuse” mean.



 Explain what you could do if you are being pressured to do something you don’t want to do

or that you think is wrong.



9 Summary



Through discussion and sharing of examples and ideas, students will learn to recognise peer

pressure, bullying or abuse and be able to develop strategies to report or manage it.



10 Glossary



 Peer: Your peers are people around your age, who might go to school or college with, or

hang out with.



 Peer Pressure: social pressure on somebody to adopt a type of behaviour, dress, or attitude

in order to be accepted as part of a group.



 Bullying: When someone deliberately threatens, frightens abuses or hurts another person.



 Abuse: is a pattern of behaviour in which physical violence and/or emotional pressure is

used to gain or maintain power or control in a relationship.



 Consequences: Something that logically or naturally follows as a result of an action or

condition.

2 Basic and Key Skills



2.1 Basic and key skills

Activity (hours)





Basic and key skills Student activity (hours) Tutors

activity

(hours)





Content of Auditory workload:

themes

Personal hygiene 2 h x 5 wks = 10 h



Language skills 2 h x 5 wks = 10 h



Maths 2 h x 5 wks = 10 h





Sub-total 30h classroom activity and 30h tutors

activity





Content of Recap of Learning on themes 1, 2 Student recap skills

themes and 3

2h x 3 units = 6h









Assessment Practical assessment on unit 1

of skills 2h x 3 units = 6 h

Exam/practical assessments on units

taught

2 and 3









Sub-total 12h classroom activity and 12 hours tutors

activity





Total workload





Auditory / additional workload ratio

2.1.1 Personal hygiene

1 Title: Personal hygiene



2 Aims:



 To create an awareness of the importance of personal hygiene in the presentation of self.



3 Learning objectives:



 To recognise, identify, demonstrate reasons for personal hygiene.



 To understand the consequences of not keeping clean



 Demonstrate knowledge of hygiene routines



 What you need to use to keep yourself clean



4 Content of the themes:



 Reasons for importance of personal hygiene



o Health – germs, infections, etc.



o Personal freshness – body odour



o Appearance – personal attractiveness



 Consequences of not keeping clean



o Getting sick



o Looking dirty and unkempt



o Being smelly – people not wanting to be close to you



 Personal hygiene routines



o Washing hands before touching food/eating, when dirty, after going to toilet



o Frequency of bath/shower/strip wash



o Paying particular attention to washing hands, underarms, genital area, feet



o Availability of clean clothes and change of underwear



o Teeth cleaning, dental check-ups



o Hair wash/cut/choice of style



o Shaving



o Cleaning off make-up

 What helps us keep ourselves clean



o Soap, flannel, towel



o Nail brush



o Toothbrush (renewed regularly), toothpaste, dental floss



o Deodorants, talcum powder, aftershave



o Hair brush, comb, appropriate shampoo, gel, mousse and so on



5 Teaching strategies



 Brainstorm, followed by discussion of reasons for personal hygiene, routines and equipment.



 Show slides or pictures of personal hygiene routines.



 Ask students to bring examples of what they use to keep themselves clean and fresh.



 Role-play sitting next to someone who is smelly and dirty.



 Eat food – suck disclosing tablets to show effects on teeth.



 Arrange a visit from a dental hygienist.



6 Previous knowledge if necessary



 N/A



7 Resources



8 Assessment criteria



 Based on assessing the completion of distinct activities presented.



9 Summary



Personal hygiene comprises an important factor of our daily lives and highly influences our personal

and interpersonal relations. These series of courses personal hygiene is highlighted and analyzed to

great extent, with the purpose of inculcating its importance both for our presentation and self-

esteem. The course demonstrates the importance of personal hygiene mainly through

brainstorming, slide demonstrations, role – playing and lives examples. The main content

concentrates respectively the reasons for keeping ourselves clean, the consequences if we do not,

the personal hygiene routine and finally the material products, which help us keeping clean and

healthy.



10 Glossary

2.1.2 Language skills

1 Title: Language skills



2 Aims



 To create an awareness of the importance of improving communication, possible by

understanding the language.



3 Learning objectives



 To recognise, identify, demonstrate reasons for Language skills.



 Students to learn to identify different words and combinations of up to four words.



4 Content of the themes



 Establishing eye contact in order to communicate



 Body language during communication



 Daily activities with a natural way to teach language and communication skills.



o One word Stage



o Two word Stage



o Three word Stage



o Four word Stage







5 Teaching strategies



 Focuses mainly in the understanding of the language rather than in expression since

understanding gives a reliable basis for language skills.



 Involves role playing to enhance the possibility of communication.



 Involve interactive communication. In this way, the student is not only a passive receiver but

realises that it can affect the behaviour of others and make changes in the environment. E.g.

in a game with cards with daily items, the trainer and the trainee have in front of them equal

number of card objects and each one wait for its turn to name them.



 Is based heavily in types of games and entertainment since motive for learning usually does

not exist in our target group.



 Support of the language with visual means.



 Use of simple and short sentences.



 Use sketches and symbols like wigits, MAKATON, Mayer-Johnson suite.

 Daily objects like plates, glasses, toys.



 Cards with daily objects and games.



 Finish the activity before the trainee gets bored or tired.



 Avoid music or other distractions that may affect concentration.



 Ensure good eye contact and same level of positioning.



 Repeat the activities yourself first in front of the trainee.



6 Previous knowledge if necessary



 N/A



7 Resources



8 Assessment criteria



 The number of words that can be repeated.



 To what extent does the trainee follow up and recreate the activities.



 Establishing eye contact and body language.



9 Summary



The limits of our language form the limits of our world according to a saying. These courses aim

primarily to clarify the importance of language skills and their swift effect on communication. As

about 90% of communication is stated with body language and only 10% through spoken, the course

focuses on our body expressions as a start. Also, it states the equal importance of eye contact

establishment for improved communication. Last but not least, through the use of a wide variety of

activities (like role-playing, interactive communication, helpful visual means, card games), these

courses teach language and communication skills with a natural way.



10 Glossary







2.1.3 Maths

1 Title: Maths



2 Aims



 Students to learn to calculate and make simple arithmetic operations like addition and

subtraction.



3 Learning objectives



 Understanding numbers, quantities, calculations

4 Content of the themes



 Numbers presentation



 Number comparison (greater, less than)



 Presentation of simple calculations



 Activities using objects or cards for performing the calculations



 Activities on using coins to perform calculations



o Step 1 Understanding euro and how it is divided.



o Step 2: Calculations with a mixture of coins.



o Step 3: Change Roles or assign specific tasks like giving them a specific amount of

money and ordering some consumable items to be bought.



o Step 4: The above can be applied now by buying and selling



5 Teaching strategies



 Finish the game before the trainee gets bored or tired.



 Avoid music or other distractions that may affect concentration.



 Apply one game each time.



 Ensure good eye contact and same level of positioning.



 Repeat the activities yourself first in front of the trainee.



 Presentation of Activity and other means to use:



o Use of simple and short sentences and simple arithmetic figures



o Use sketches and symbols like wigits, MAKATON, Mayer-Johnson suite



o Use Daily objects like plates, glasses, toys



o Cards with daily objects



o Games



o Coins



o items for mock up selling and buying transactions in the role playing



6 Previous knowledge if necessary



 N/A



7 Resources

8 Assessment criteria



 Observations by the trainer on the step by step activities.



 Ability to compare numbers.



 Complexity of numbers handled and calculations performed (e.g. size of numbers).



 Ability to perform calculations with coins.



9 Summary



Mathematics is a vital factor for our daily lives. Comparisons, numbers, currency are just some of

many things, which are crucial for our survival and quality of life. This course aims to familiarize

trainees with numbers, calculations comparisons and many more math related subjects through use

of simple and short sentences, simple arithmetic figures, games, visual symbols and sketches, coins

etc.



10 Glossary

3 Work Preparation and Sustainability



3.1 Into employment

Activity (hours)





Student activity (hours) Tutors activity

(hours)





1 Auditory workload: 2h x 5 wks = 10 h -



Attendance to theory classes 2 h x 5 wks = 10 h -



Attendance to practical classes - -





Sub-total 20 hours





2 Additional workload: 1 h x panel 1 h x panel



Work preparation for theory classes 6 panels = 6 h 6 panels = 6 h



Work preparation for practical classes



Preparation for lecturing 0.5 h x panel 0.5 x panel



Problem solving / case studies 6 panels = 3 h 6 panels = 3 h

preparation

- 1 h x 5 wks = 5 h

Preparation for examination



Taking the exam (assessment)

3 h x 1 exam 1 h x 5 wks = 5 h

Attendance to tutorials, seminars,

references in internet and other 4 h x 1 exam 1 h x 1 exam

academic activities 4 h x 6 panels = 24 h 1h x 6 panels = 6 h





Sub-total 40 hours





Total workload 60 hours





Auditory / additional workload ratio 1:2









1 Title: Into employment



2 Aims:

 Creating a job outline for the requirements and specifications of what “you” want in the job.

Outline the main steps in preparation of job searching process (no matter if it’s a first

interview or not).



 Finding an appropriate job position by taking into consideration personal strengths and

weaknesses. Assess what job fits you, in combination with a good understanding of one’s

positive and negative characteristics.



 Identifying job adverts that match one’s personal profile.



3 Learning objectives:



 To understand job adverts and assess its appropriateness to the candidate’s personal profile

and capabilities.



 To have a good understanding of what one’s strengths and weaknesses are, and to be able

to apply this knowledge into practice.



 To be able to prepare an application package consisting of documents needed for the

employer: curriculum vitae and cover letter.



 To be prepared for a job interview.



 To obtain a basic understanding of the rights of an employee with disabilities.



4 Content of the themes:



 Into employment



o Looking for work – deciding which job



o Get to know your strengths and weaknesses



o Read job adverts properly



 Applying for jobs



o Understanding job descriptions and person specifications



o Understanding and completing job application forms



o Handwriting an application form



o Presenting your experience, skills and weaknesses



o Using a CV (Your education and work history)



o Writing a covering letter



o Choosing your referees



 Interviews – preparing and managing

o Before the interview



o During the interview



 Declaring difficulties



 Should you declare your difficulties?



 Your rights and legislation



5 Teaching strategies:



 Role play: a typical interview scenario play. The scenarios could be recorded with camera.

Afterwards, an analysis of the observations and findings can take place.



 Individual preparation of the application pack documents: the application letter, the cover

letter and the curriculum vitae. Afterwards, a group discussion of the prepared documents

should take place.



 Discussion of the national and the international legislation, the applicable laws, and

understanding the impact and influence on job related issues of these laws and legislation.



6 Previous knowledge if necessary:



 Basic ICT skills



 Being able to work with a word processor (MS Word, OpenOffice, etc.)



7 Resources



 Slides and beamer, and appropriate PC room if available.



8 Assessment criteria



 Assessment is accomplished both through roll plays where relevant or by trainer / teacher /

facilitator involvement if applicable. The following tasks require participants’ involvement in

the self assessment and evaluation of the other participants:



o Relevance of self-perception: Individuals self-description



 Strengths and Weaknesses



o List of assessment criteria.



o Selection of appropriate job advertisement.



o Prepare a list of positive and negative approaches in writing an application form.

Participants have to be ready to argument all used statements.



 What would you include in your CV?



 What would you exclude from your CV?

 Prepare a list of positive and negative approaches at a job interview. Participants have to be

ready to argument all used statements.



 Role play an interview session and make a group assessment:



o What needs to be improved?



 Enlist reasons why you believe it is better to reveal your disability.



 Do you think you have to inform your employer and or colleagues about your disability?

When do you plan to do it? How do you plan to do it?



 Does national legislation in your country protect the rights of people with disabilities? Please

describe the procedures which directly concern you.



 Describe why it is important to set realistic goals when choosing a job.



9 Summary



The goal of this part is to review the basic elements that will help participants, including those

with dyslexia, in the process of looking for a job, including finding appropriate job positions;

preparation of application package documents and passing through the interview. Provided

information is applicable for different cultural contexts and job situations.



This module builds on the dyslexia specific chapters in the rest of this handbook. It provides the

participants with a good approach in finding a job or promotion or even getting the most out of

the current job position.



10 Glossary



 Dyslexia - Dyslexia is considered to be a learning disability. It manifests primarily as a

difficulty with written language, particularly with reading and spelling. Although dyslexia is

allegedly the result of a neurological difference, it is not an intellectual disability. Dyslexia

has been diagnosed in people possessing all levels of intelligence.

 Assessment - is the process of documenting, usually in measurable terms, knowledge,

skills, attitudes and beliefs.

 Role play game - is a game in which the participants assume the roles of fictional

characters. Participants determine the actions of their characters based on their

characterization, and the actions succeed or fail according to a formal system of rules and

guidelines. Within the rules, players have the freedom to improvise; their choices shape the

direction and outcome of the game.

 Word processor - A word processor (more formally known as document preparation

system) is a computer application used for the production (including composition, editing,

formatting, and possibly printing) of any sort of printable material.

 Screen reader - A screen reader is a software application that attempts to identify and

interpret what is being displayed on the screen (or, more accurately, sent to standard

output, whether a video monitor is present or not). This interpretation is then re-presented

to the user with text-to-speech, sound icons, or a Braille output device. Screen readers are a

form of assistive technology (AT) potentially useful to people who are blind, visually

impaired, illiterate or learning disabled, often in combination with other AT, such as screen

magnifiers.

3.2 Getting and keeping a job



3.2.1 Choosing the right job for you – setting appropriate goals

Choosing the right job Activity (hours) Tutor activity



Student activity/learning (hours)



Class work



Content of Finding right job for you 1. 2x 2 hour sessions Lesson planning

themes

Setting realistic goals 2. 2x2 hour sessions Resources

development for

Planning to reach your 2 x 2 hour sessions sessions

goals



Subtotal 12 hours classroom activities Approx 4hours

planning



Recap of Careers interviews Tutor 1:1 support

learning

Career planning With individual

students 1 hour

Target setting

per student

2x2 hour



Assessment Students job plan Tutor preparation

of skills planning of

taught Completed as evidence assessments

Application form completed 2 hours planning

CV completed



15 hour 6 hours plus 1:1

support of

students

dependant on

numbers in group







1 Title: Choosing the right job for you – setting appropriate goals



2 Aims:



 This unit will help you to learn more about different jobs. It will help you to identify what

kind of job you would like and to understand if your goals are realistic.



3 Learning objectives:

 Identify a range of potential job options.



 Understand what is involved in working in different jobs.



 Identify the skills needed for a range of job options.



 Recognise which of the jobs you are interested in you have the skills for.



 Be able to accept which, of the jobs you are interested in, you are unlikely to gain the skills

or qualifications for.



 Learn how to set yourself achievable goals towards a job you feel you will realistically be

able to achieve.



4 Content of the themes:



 It is important to find a job that you will enjoy.



 You need to be realistic about the kind of job you are going to be able to do.



 It is helpful to set goals so that so you are clear what you want to achieve.



 It is important that these goals are realistic too, because if you are too ambitious you may

not succeed and then you might be disappointed or feel bad about yourself.



 If you set small steps towards your goal you can feel success at every step and feel good

about what you have achieved



5 Teaching strategies



 Reviewing resources on a range of different types of job.



 Group and one-to one- discussions, underlining personal skills and how further development

is key to job prospects.



 Identify realistic job opportunities and targets.



 Set targets for improvement.



 Session with Connexions (Careers) Advisor.



6 Previous knowledge if necessary



 N/A



7 Resources



 Flip chart and pens



 College prospectus



 Careers resources on different types of job

 Worksheets



 Facilitated session with careers advisor



8 Assessment criteria



 Describe why it is important to set realistic goals when choosing a job.



 List 5 small step targets towards your chosen career goal.



9 Summary



Through examining a range of options and discussion, students will have considered a range of

employment options, will have identified whether these are realistic options for them and will have

set themselves achievable goals towards their set career goals.



10 Glossary



 …







3.2.2 The Positive and Negative Effects of How People View Me

1 Title: The Positive and Negative Effects of How People View Me



2 Aims:



 This unit will help you to recognise the positive and negative effects of how people see you

and to identify the elements that affect how people view you.



3 Learning objectives:



 Understand the importance of personal appearance.



 Understand the importance of good personal hygiene and cleanliness.



 To understand the consequences of not keeping clean.



 Demonstrate knowledge of hygiene routines.



 What you need to use to keep yourself clean.



 Recognise appropriate and inappropriate language for the workplace.



 To understand the consequences of inappropriate language in the workplace.



 Develop an understanding of body language.



 To recognise the consequences of inappropriate body language in the workplace.



 Understand good practice in behaviour towards other people in the workplace.

 To understand the consequences of inappropriate or bad behaviour in the workplace.



4 Content of the themes:



 Understand the importance of appearance, hygiene and cleanliness



o Taking care of our skin, nails, teeth and hair prevents germs breeding on our bodies

and causing infection and bad smells. If we are dirty or sweaty we may smell and

people will not want to stand close to us or work with us. Keeping our bodies clean

will also help us to look smart and professional at work.



 To understand the consequences of not keeping clean



o Consequences to our health – the development of germs, infections, etc.



o The consequences to personal freshness – the development of body odour, its

effects on other people etc



 Demonstrate knowledge of hygiene routines



o Washing hands before touching food/eating, when dirty, after going to toilet



o Frequency of bath/shower/washing face



o Paying particular attention to washing hands, underarms, genital area, feet



o Availability of clean, pressed clothes and changes of underwear



o Teeth cleaning, dental check-ups



o Hair wash/cut/choice of style



o Shaving



o Cleaning off make-up



o Use of handkerchief/tissues and their disposal



o Female personal hygiene



 What you need to use to keep yourself clean



o Soap, flannel, towel



o Nail brush



o Toothbrush (renewed regularly), toothpaste, dental floss



o Deodorants, talcum powder, aftershave



o Hair brush, comb, appropriate shampoo, gel, mousse and so on



o Facial cleansing and moisturising products

o Female hygiene products



 Recognise appropriate and inappropriate language for the workplace



o Acceptable language – When attending an interview for a job it is important to be

polite and to answer any questions you are asked clearly using appropriate

language. Knowing what language is appropriate in the workplace and the best way

to hold a conversation with employers and work colleagues is an important skill.



 To understand the consequences of inappropriate language in the workplace



o If you are rude or offensive to other people, are racist, homophobic, sexist, ageist or

disablist; use swearing, overly familiar language or inappropriate humour then you

may be liable to disciplinary action and could lose your job.



 Develop an understanding of body language



o Body language – When having a conversation with a manager or colleague at work

we have to be careful of how we stand or sit or relate to the other person physically

– with our expressions or the way we move our bodies, as well as what we say.



 To recognise the consequences of inappropriate body language in the workplace



o If our body language is inappropriate or overbearing, we may make other people

feel uncomfortable or threatened – this may have a negative effect on our

relationships with other people or even our job.



 Understand good practice in behaviour towards other people in the workplace.



o Behaviour towards other people –being thoughtful towards others, to take into

account their thoughts and feelings, is important in the workplace to prevent

arguments. It is a useful skill to learn how to present your own opinions and points

of view and speak up for yourself without upsetting other people.



 To understand the consequences of inappropriate or bad behaviour in the workplace



o If our behaviour in the workplace is argumentative, hostile, threatening,

inappropriate or aggressive, we may make other people feel uncomfortable, bullied,

abused, harassed or threatened – this may have a negative effect on our

relationships with other people or even our job.



5 Teaching strategies



 Workshop activities: demonstrations of personal hygiene activities



 Role play on positive and negative language, body language, interview situations.



 Discussion on self presentation with key elements on personal hygiene, behaviour and body

language highlighted

6 Previous knowledge if necessary



 N/A



7 Resources



 Handouts



 Flipchart and pens



 External facilitation with resources (make up/skin care demonstrations, dental hygienist

demonstrations etc)



8 Assessment criteria



 List 5 things you need to do to be clean and smart.



 Tell us why it is important to keep yourself clean.



 What do you need to remember about using appropriate language at work?



 What do you need to think about regarding our body language at work?



 List 3 things that are important in how we behave towards others at work.



9 Summary



Students should be able to develop skills and understanding through role play and practical

demonstration.



10 Glossary



 N/A



3.2.3 Time Keeping

1 Title: Time Keeping



2 Aims:



 This unit will help you to understand the importance of good timekeeping and recognize the

consequences of being late.



3 Learning objectives:



 Understand the importance of planning your time.



 Recognise the activities that are needed to prepare for going out to work.



 Learn how to work out how much time you need to allow from getting out of bed to leaving

to work and for all the activities that need to be done in between.



 Understand the consequences of not planning your time.

 Understand the importance of time keeping at work and what is involved in good time

keeping.



 Learn how to develop basic time keeping strategies.



4 Content of the themes:



 Understand the importance of planning your time



o This means being ready to start work at the right time and not just turning up at this

time. For example, leave enough time before you are due to start work to get ready

to leave for work.



o You need to work out how many things you have to do before you are ready to leave

for work and how long each activity takes.



o You need to know what time you have to go out to catch a bus or train and how long

your journey to work takes.



 Recognise the activities that are needed to prepare for going out to work



o Cleanliness – wash, bath, shower, facial cleansing routine



o Comfort – going to the toilet, being able to get ready at a comfortable pace without

rushing, panicking or getting stressed



o Appearance – dressing, make up, hair, accessories



o Gathering the things you need for the day – work things, money, phone, bus pass,

keys, packed lunch, if applicable etc



 Learn how to work out how much time you need to allow from getting out of bed to

leaving to work and for all the activities that need to be done in between



 Understand the consequences of not planning your time



o You might miss your bus or train if you don’t leave enough time



o You might be late for work



o If you are late for work often you might lose your job



o You might not have time for one of your activities, such as breakfast, which would

make you feel unwell and lacking in energy



 Understand the importance of time keeping at work and what is involved in good time

keeping



o Being late could lose you pay, land you a warning, or even the sack



o Get back in time from your breaks

o Stay to your proper finish time



o Don’t start getting ready to leave 10 minutes early



o Don’t spend too much time chatting to friends when you should be working



 Learn how to develop basic time keeping strategies



o Choosing to do some things in advance e.g. ironing and laying out clothes the night

before



o How to calculate and remember the time you need to take



o Leaving reminders for yourself



o How to remember everything you need for each day



5 Teaching strategies



 Worksheets on time planning to identify importance of planning day ahead.



 Discussions to identify all the activities that need to be done before leaving for work and

how long they take.



 Clock to show how quickly time mounts up.



 Looking at bus/train timetables to time journeys.



 Planning time keeping at work using timetables.



 Recapping basic strategies for time keeping and work related issues.



6 Previous knowledge if necessary



 N/A



7 Resources



 Pens



 Worksheets



 Clock



8 Assessment criteria



 List 3 things you may need to allow time for before you start work.



 List 3 things that show good time keeping at work.



 Write a timed plan for getting ready to leave for work.



9 Summary

Students should be able to identify how to plan time keeping and develop skills to think ahead for

planning though out working day.



10 Glossary



 Strategies: An action plan for achieving a goal.







3.2.4 Commitment

1 Title: Commitment



2 Aims:



 This unit will help you to recognize the importance of loyalty and commitment and

understand how to demonstrate them at work.



3 Learning objectives:



 To understand what is meant by the term “commitment”.



 To recognize the importance of demonstrating commitment at work.



 To demonstrate an understanding of how to show commitment at work.



 To understand the consequences of appearing to be lacking in commitment at work.



4 Content of the themes:



 To understand what is meant by the term “commitment”?



Companies expect their employees to be committed to the company.



o Commitment to your work is the strength of the bond between you and the

company you work for



o defined by a sense of belonging



o demonstrated by loyalty, hard work and enthusiasm



o A belief in the values of the company you work for



 To recognize the importance of demonstrating commitment at work



The benefits of doing this are to:



o Make you feel good about work



o Help you fit in



o Increase you chances of promotion or a pay rise



o Gain the respect of your co-workers

 To demonstrate an understanding of how to show commitment at work?



You can show commitment by:



o always turning up on time,



o working hard,



o being enthusiastic about your work



o good team work



o A willingness to learn new skills.



o Talking positively to other employees about work



 To understand the consequences of appearing to be lacking in commitment at work



If you appear to lack commitment you may:



o not be considered for promotion



o not be considered for training



o your colleagues may resent having to work harder than you



o You may be unpopular with bosses and colleagues



5 Teaching strategies



 Role play -team work situation linked to positive work ethics, handouts to recap learning.



 Discussion to develop understanding of concepts.



6 Previous knowledge if necessary



 N/A



7 Resources



 Handouts



 Flip chart and pens



8 Assessment criteria



 List 3 ways you can show commitment to your job.



 List 3 benefits of showing commitment and loyalty at work.



9 Summary



Role play activities will give students the opportunity to practice good skills for working

relationships.

10 Glossary



 Commitment: the bond of an employee to an organization, the strength of which depends

on the degree of employee involvement, employee loyalty, and belief in the values of the

organization.



 Loyalty: providing dedicated service to the company you work for.

3.3 Starting work

Activity (hours)





3.3 Starting work Student activity (hours) Tutors activity

(hours)





Content of 1.organising your work load 1. 2x2 hour sessions Lesson

themes planning





2. assistive technology 2. 2x2 hour sessions





Resources

3. 2x2 hour sessions development

3. communication for sessions









Sub-total 11 hrs 10 hours



classroom activities Planning









Recap of Skills recap Tutor 1:1

learning support where

2x1 hour sessions appropriate







Tutor

Assessment

Assessments preparation

of skills planning of

taught 1hour per topic assessments



2 hours

planning





Sub-total 21 hours 15 hours





Total workload

Auditory / additional workload ratio









3.3.1 Planning your route to work

1 Title: Planning your route to work



2 Aims:



 This unit will help you to plan your route to work and calculate how long your journey will

take you.



3 Learning objectives:



 Recognise the importance of planning your route to work.



 Demonstrate knowledge of how to plan a route.



 Demonstrate ability to calculate the time a journey will take.



4 Content of the themes:



 Recognise the importance of planning your route to work



o It is a good idea to plan your route to work well before your first day and to practice

getting to work so you can be confident that you know where you are going and can

get to work in good time.



o You need to make sure you have got timetables, your bus pass or enough money for

your ticket.



o If you are often late to work you could get the sack.



o If you plan your route to work you will know where you are going and it will take

some of the stress away of your first day.



o If you plan your route to work you will know what time to set off to get to work on

time.



o If you get to work on time you will start off with a good reputation.



 Demonstrate knowledge of how to plan a route



o Work with local maps to calculate routes to work



o Work with internet resources to calculate routes to work



o Work with GPS systems to calculate routes to work



 Demonstrate ability to calculate the time a journey will take

o Work with a clock to work out journey times



o Work with internet resources to work out journey times



o Work with GPS systems to work out journey times



5 Teaching strategies



 Work shop activities in planning students using resources to plan safe and convenient

transport from A to B.



6 Previous knowledge if necessary



 N/A



7 Resources



 Internet access to “transport route planner” timetables for bus, train, tram



 GPS system; satellite navigation device or mobile phone.



 Clock



 Handouts and worksheets



8 Assessment criteria



 Describe why is it important to plan your route to work before starting a new job.



 Show that you know how to use a range of resources to plan a route to work.



9 Summary



Students will have learned how to use skills to plan their route to work.



10 Glossary



 GPS system: (Global Positioning system) -The GPS (Global Positioning System) is a

"constellation" of 24 well-spaced satellites that orbit the Earth and make it possible for

people with ground receivers to pinpoint their geographic location.







3.3.2 Facing concerns about starting work

1 Title: Facing Concerns About Starting Work



2 Aims:



 This unit will help you to employ a range of ideas to help you get rid of any concerns on your

first days at work.



3 Learning objectives:

 To recognize that it is normal and ok to feel nervous.



 To recognize issues that we will face in our first few days at work.



 To demonstrate knowledge of how to prepare to address identified concerns.



 To understand and demonstrate where to go for support.



4 Content of the themes:



 To recognize that it is normal and ok to feel nervous



o Most people feel a little nervous when starting a new job, especially if it is your first

job after leaving school or college. Nerves are normal.



o Sometimes nerves can help us to feel excited and enthusiastic about new

challenges.



 To recognize issues that we will face in our first few days at work



o You might worry whether you will fit in



o You might worry whether you can do the job



o You might worry about how you will talk to new people



 To demonstrate knowledge of how to prepare to address identified concerns



o Read your job description carefully to make sure you understand what is expected of

you and discuss it with family or friends



o Make a list of questions about the workplace and phone someone in the company



o If you know anyone who works at the same place, meet with them socially to ask

about what it’s like to work there



o Review what you have learned about developing self confidence in unit 1.1 and use

some of the strategies you developed in that unit.



 To understand and demonstrate where to go for support



o It might help you to talk to a friend or family member



o Or Connexions (Careers) worker about these worries. They may help you to see the

positive things about starting work and to feel excited rather than nervous



5 Teaching strategies



 Discussion, group activities, to discuss issues and plan for work role



 Confidence building exercises



 Role play to build strategies for meeting new people

6 Previous knowledge if necessary



 N/A



7 Resources



 Work sheets to identify feelings.



8 Assessment criteria



 Describe 2 things you could do to stop you worrying about starting work.



 List 3 things you can do to prepare for your first day.



9 Summary



Students should be able to identify that feeling nervous is acceptable and acknowledge feelings.

Through role play and discussion they will have developed some coping strategies for managing new

situations.



10 Glossary



 N/A







3.3.3 Understanding who’s who at work

1 Title: Understanding who’s who at work



2 Aims:



 This unit will help you to recognize a line management structure and Identify own position in

a company.



3 Learning objectives:



 To understand a company structure



 To understand roles and responsibilities within a company



 To demonstrate appropriate respect for management



 To understand reporting structures



4 Content of the themes:



 To understand a company structure



o It is sometimes difficult to work out who does what in the workplace, who is in

charge of what and who are the bosses at work.

o When you start work you will need to find out where you fit into your new company,

and who you report to.



o You will need to understand who the Managers are and who else has an important

job in the company.



o This will help you to behave appropriately at work. For example, if the head of the

company makes a surprise visit they may expect you to be on your best behaviour.



o You will need to know if you manage/are responsible for anybody else.



 To understand roles and responsibilities within a company



o Your company may have different departments that deal with different parts of your

work, discuss the roles of the following and what they are responsible for:



 Human Resources



 Health and Safety



 Finance



 Training



 Administration



 IT services



 To understand reporting structures, you will need to find out who you talk to about:



o if you are ill and need some days off work



o you want to book some holiday if you are late



o if you wish to make a complaint



o you need some training, such as for health and safety



o If you have an accident at work



o If you are being abused or bullied at work



5 Teaching strategies



 Identify names of departments and what they do using company induction/ resources pack,

appropriate handouts using induction materials to recap knowledge.



 Discussion and role play around roles and responsibilities and behaviour towards

management.



6 Previous knowledge if necessary



 N/A

7 Resources



 Induction materials



 Handouts



 Examples of company structures



8 Assessment criteria



 Describe what the following departments, you would find in a large company, are

responsible for:



o Human Resources



o Finance



o Health and Safety



o Administration



o Buildings Management



 Using an example of a line management structure, which you may be given in your induction

training when you start work, describe who manages who.



9 Summary



From above induction should give students information needed to understand who’s who in the

workplace, their roles and responsibilities.



10 Glossary



 Induction: The introductory training process when you start working for an organisation or

start a new job.







3.3.4 Working with others

1 Title: Working with others



2 Aims:



 To enable and stimulate participants to work as part of a team.



3 Learning objectives:



 Team building.



 To establish good working relationships and environment.

 To understand the internal structure of the organisations, the hierarchy, and the different

levels of employees (in terms of supervisors, etc.).



4 Content of the themes:



 Working (interacting) with colleagues



 Working with supervisors and managers



5 Teaching strategies:



 A moderated discussion based on a demonstrative movie (illustration of a working

environment). Participants have to comment the reactions and the scenes in the movie.



 A role play: participants playing the role of an employee who has to make a first contact, and

must establish a good communication with a supervisor, colleague, etc. in order to

understand the differences in approach.



6 Previous knowledge if necessary:



 Basic soft skills.



7 Resources



 Beamer, slides, video and appropriate room to accommodate participants.



8 Assessment criteria



 Assessment is accomplished both through role playing where relevant and with the

involvement of the trainer / teacher / facilitator where applicable. The following tasks

require participants’ involvement in the self assessment and evaluation of the other

participants:



o Enlist possible approaches to address your direct colleagues.



o Enlist possible approaches to address you supervisors/employers.



o Enlist the elements that you are afraid of in working together with others.



9 Summary



This section outlines illustrative approaches on team building and collaboration with other people in

the working environment. Participants are provided with tips for good communication and

interaction with direct colleagues/employees and employers.



10 Glossary



 Awareness – This is the ability to be conscious of, feel or perceive.



 Supervisor – This is the team leader, overseer, area coordinator or manager in an

organisation.

3.3.5 Understanding Terms and Conditions of Employment

1 Title: Understanding Terms and Conditions of Employment



2 Aims:



 This unit will help you know your rights and responsibilities at work and how to understand

your terms and conditions of employment.



3 Learning objectives:



 Demonstrate an understanding of what tasks are involved in your job and why they are

important.



 Demonstrate an understanding of a training matrix.



 Demonstrate an understanding of terms and conditions of employment.



 Demonstrate an understanding of your rights in the workplace – what to do if you have a

complaint or if someone is bullying or upsetting you?



 Demonstrate an understanding of a company handbook.



4 Content of the themes:



 Demonstrate an understanding of what tasks are involved in your job and why they are

important.



o How to discover what tasks are involved in various jobs and why they are important.



 Demonstrate an understanding of a training matrix



o You will need to find out from your supervisor or boss what training you may need

to do your job properly.



o You will also need to find out what training is available to do your job better and

improve your chances.



o How to read a training matrix.



 Demonstrate an understanding of terms and conditions of employment/ Company

handbook



o If there are any rules in the company where you work you will need to be sure you

understand them.



o Do you understand the consequences of breaking your terms and conditions of

employment?



 Demonstrate an understanding of your rights in the workplace – what to do if you have a

complaint or if someone is bullying or upsetting you?

o Do you understand your rights into workplace – what to do if you have a complaint

or if someone is bullying or upsetting you?



o Your rights to work in a safe and healthy environment.



o Do you understand the salary scales and pension schemes?



o Do you know if you can work overtime and what you will be paid for it or if you get

time off in lieu?



o Trade Unions –how to find out if your company has one and how they work.



o Do you know how much holiday you are allowed or what to do if you are ill and

cannot work?



o Do you understand your rights to sick pay / maternity pay / paternity pay /

compassionate leave?



o Do you know who to go to for help or advice?



o Do you know how to register a grievance or make a complaint?



o Do you understand when you can take a break or have lunch?



o Do you know where to go for your breaks or what to do at break times?



5 Teaching strategies



 Using induction materials/ Company polices to develop worksheets to support students to

develop awareness of work ethics.



 Discussions and role play about rights and responsibilities in the workplace.



6 Previous knowledge if necessary



 N/A



7 Resources



 Company policies



 Sample terms and conditions/company handbooks



 Handouts



 Flip chart



 Pens



8 Assessment criteria



 Choose an example of a job you would like to do and describe what tasks are involved in

doing this job.

 Make a list of 3 things you should find in your terms and conditions of employment.



9 Summary



Through explanation of company polices and studying sample terms and conditions of employment,

students should develop understanding of rights and responsibilities in the work place.



10 Glossary



 Trade Unions: Workers organized into a voluntary association, or union, to further their

mutual interests with respect to wages, hours and working conditions.



 Grievance: An actual or supposed event or circumstance regarded as just cause for

complaint. A formal complaint based on such a circumstance.



 Time Off in Lieu: If you have worked overtime you may be allowed to take the same amount

of time off work at an agreed time, within a limited period.







3.3.6 Understanding your rights and responsibilities for health and safety

at work

1 Title: Understanding your rights and responsibilities for health and safety at work



2 Aims:



 This unit will help you to understand your rights and responsibilities for health and safety at

work.



3 Learning objectives:



 Demonstrate knowledge of employers’ responsibilities for health and safety in the

workplace.



 Demonstrate knowledge of an employee’s rights for their own health and safety in the

workplace.



 Demonstrate knowledge of an employee’s responsibility for their own health and safety in

the workplace.



4 Content of the themes:



 Demonstrate knowledge of employers’ responsibilities for health and safety in the

workplace



o Employers have responsibilities for the health and safety of their employees. They

are also responsible for any visitors to their premises such as customers, suppliers

and the general public.

o Your employer has a 'duty of care' to ensure, as far as possible, your health, safety

and welfare while you're at work. They should start with a risk assessment to spot

possible health and safety hazards. They have to appoint a 'competent person' with

health and safety responsibilities (usually one of the owners in smaller firms, or a

member of staff trained in health and safety



o Your employer should give you Health and Safety training when you start work.



 Demonstrate knowledge of an employee’s rights for their own health and safety in the

workplace



o Your rights as an employee to work in a safe and healthy environment are given to

you by law, and generally can't be changed or removed by your employer. The most

important rights are:



 as far as possible, to have any risks to your health and safety properly

controlled



 to be provided, free of charge, with any personal protective and safety

equipment



 if you have reasonable concerns about your safety, to stop work and leave

your work area, without being disciplined



 to tell your employer about any health and safety concerns you have



 to get in touch with the Health and Safety Executive (HSE), in Northern

Ireland the Health and Safety Executive for Northern Ireland (HSENI), or your

local authority if your employer won't listen to your concerns, without being

disciplined



 to have rest breaks during the working day, to have time off from work

during the working week, and to have annual paid holiday



 Demonstrate knowledge of an employee’s responsibilities for their own health and safety

in the workplace



Your most important responsibilities as an employee are:



o To take reasonable care of your own health and safety



o If possible avoid wearing jewellery or loose clothing if operating machinery



o If you have long hair or wear a headscarf, make sure it's tucked out of the way (it

could get caught in machinery)



o To take reasonable care not to put other people - fellow employees and members of

the public - at risk by what you do or don't do in the course of your work

o To co-operate with your employer, making sure you get proper training and you

understand and follow the company's health and safety policies



o Not to interfere with or misuse anything that's been provided for your health, safety

or welfare



o To report any injuries, strains or illnesses you suffer as a result of doing your job

(your employer may need to change the way you work)



o To tell your employer if something happens that might affect your ability to work (eg

becoming pregnant or suffering an injury). Because your employer has a legal

responsibility for your health and safety, they may need to suspend you while they

find a solution to the problem, but you will normally be paid if this happens



o If you drive or operate machinery, to tell your employer if you take medication that

makes you drowsy - they should temporarily move you to another job if they have

one for you to do.



5 Teaching strategies



 Students to role play scenarios to identify aspects of health and safety issues.



 Demonstration of safety equipment and discussion on what it’s for.



 Discussion of the types of hazard/ accident that could occur.



 Look at health and safety signs to identify what they mean and understand what the colours

relate to.



 Facilitated session with expert speaker.



6 Previous knowledge if necessary



 N/A



7 Resources



 Worksheets



 Health and safety signs and information



8 Assessment criteria



 List 4 things that your employers must do to keep you and others safe at work.



 List 3 rights an employee has to be safe at work.



 List 3 things you must do yourself to keep you and others safe at work.



9 Summary

Through activities and role play students should develop understanding of what is expected

regarding health and safety in the work place.



10 Glossary



 …







3.3.7 Understand what to do in the event of accidents and emergencies

Understand what to do in Activity (hours) Tutor activity

accident or emergency

Student activity/learning (hours)



Class work



Content of Demonstrate knowledge of 3x2 hour sessions Lesson planning

themes what to do if fire at work

3x2 hour sessions Resources

Demonstrate knowledge of development for

what to do if person has sessions

accident at work



Subtotal 12 hours classroom activities Approx 10 hours

planning



Recap of Skills recap Tutor 1:1 support

learning where appropriate

2x1 hour sessions



Assessment Assessments Tutor preparation

of skills planning of

taught 1hour per topic assessments



2 hours planning



18 hour 16 hours







1 Title: Understand what to do in the event of accidents and emergencies



2 Aims:



 This unit will help you develop understanding of what to do in event of a fire or if you get

hurt at work.



3 Learning objectives:



 Demonstrate a knowledge of what to do if there is a fire at work.

 Demonstrate a knowledge of what to do if someone at work has an accident.



4 Content of the themes:



 Demonstrate knowledge of what to do if there is a fire at work



o Fire evacuation procedures



o Visit from fire service on fire safety/St John’s Ambulance talk



o Practice fire drills



 Demonstrate knowledge of what to do if someone at work has an accident



o Accident reporting procedures



o The role of a first aid officer



o What to do until a first aid officer arrives



5 Teaching strategies



 Information on:



o Accident policies and role play



o Fire evacuation procedures



o Visit from fire service on fire safety/St John’s Ambulance talk



o Basic first aid course.



6 Previous knowledge if necessary



 N/A



7 Resources



 Fire policies



 Handouts



 Examples of accident book



 Facilitated sessions



8 Assessment criteria



 List 3 things you should do if there is a fire at work.



 List 3 things you should do if there is an accident at work.



9 Summary

Through role play, talks and worksheets to re-enforce information students should develop a good

understanding of fire and general fire and first aid procedures in the work place.



10 Glossary



 …

3.4 At work

Activity (hours)





Student activity (hours) Tutors activity

(hours)





1 Auditory workload: 1.5 h x 5 wks = 7.5 h -



Attendance to theory classes 1.5 h x 5 wks = 7.5 h -



Attendance to practical classes - -





Sub-total 15 hours





2 Additional workload: 2 h x panel 2 h x panel



Work preparation for theory classes 3 panels = 6 h 3 panels = 6 h



Work preparation for practical classes



2 h x panel 1 h x panel



Preparation for lecturing 3 panels = 6 h 3 panels = 3 h



Problem solving / case studies - 2 h x 5 wks = 10 h

preparation



Preparation for examination

(assessment)



Taking the exam (assessment) 5 h x 1 exam 1 h x 5 wks = 5 h



Attendance to tutorials, seminars 4 h x 1 exam 1.5 h x 1 exam

references in internet or/and other 3 h x 3 panels = 9 h 1.5h x 3 panels = 4.5

academic activities h





Sub-total 30 hours





Total workload 45 hours





Auditory / additional workload ratio 1:2









1 Title: At work



2 Aims:

 To be able to organise the working schema.



 The person should feel at ease at the working environment with his colleagues and

supervisors, whether in face-to-face meetings or during phone conversations, meetings, etc.



 Assistive technologies should be used where they provide added value in the working place.



3 Learning objectives:



 The person must be able to organise his working activities on a day to day basis, and foresee

working schedules for the weeks ahead.



 The participant must be able to communicate fluently with his working colleagues, and

maintain also such fluency when using other media such as the phone.



 The participant must be confident when participating in meetings, and where needed have

identified possible hurdles and foresee ways to overcome them.



 The possibility to use assistive technologies must become an automatism.



4 Content of the themes:



 Organising your workload



o Preparing for the day ahead



o Create a Routine



o Preparing for the week/month ahead



o Making and managing work lists and plans



o Managing your workspace



 Assistive technology



o Technology can help you at work



o Using technology to help you organise



o Using technology to help you communicate



o Portable devices



 Communication



o Preparing for meetings



o Coping and managing in meetings



o One to one meetings – supervision, work reviews



o Telephone communication

o Giving and receiving information and instructions



5 Teaching strategies:



 Every participant to create a weekly and monthly working schedule based on an

examplaratory working environment.



 Ahead of the session on assistive technology, every participant creates a list of devices/tools

s/he uses and presents them to the other participants.



 Role playing is to be applied to assess the various ways of communication, whether on the

phone or face-to-face.



 A meeting could be viewed on video, during which participants indicate what might cause

problems, or where they would like to have more info about.



6 Previous knowledge if necessary:



 Assistive device usage would be advisable.



7 Resources



 Assistive devices



 Slides



 Beamer



8 Assessment criteria



 Prepare a working schedule, specifying the elements you would include.



 What technologies can help you to better organise your work?



 What technologies can help you to better communicate with your colleagues and business

partners?



 How can you make a telephone communication easier to follow?



 Please enlist the things you would do to have efficient meetings.



9 Summary



This chapter builds on the previous chapters to help you get the best out of your current job by

looking at how, with dyslexia, you can stay in control of your workload, use technology as and

when you need, and, manage most types of communication at work. If you arrive at work each

day feeling unsure what you are going to do and what to do first, feel you have forgotten

something, are not sure if you have allowed enough time to write reports or prepare for a

meeting, feel that you are falling more and more behind your colleagues, then this chapter will

help you. It also outlines how assistive technology can be of help in your working environment

and how you can have an efficient participation in meetings.

10 Glossary



 Workload – This is the perceived relationship between the amount of mental processing

capability or resources and the amount required by the task.

 Routine – This is a course of actions or procedures that are followed regularly, oftentimes

repetitiously.

 Workspace – This is the physical space where someone is working.

 Assistive technology - Assistive technology (AT) is a generic term that includes assistive,

adaptive and rehabilitative devices for people with disabilities.

 Assertiveness – This is the action of standing up for what you want and what you believe in,

in a way that is suitable for the situation you are in. It is linked to self-esteem and considered

an important communication skill.

4 Planning and Reviewing Learning



4.1 Targets and Deadlines

Activity (hours)





Unit 4.1 Targets and deadlines Student activity (hours) Tutors activity

(hours)





Content of 1. understand importance of setting 1. 2x2 hour sessions Lesson

themes targets planning



2. understand process of setting Resources

dead lines 2. 2x2 hour sessions development

for sessions





3. demonstrate understanding of 3. 2x2 hour sessions

setting action plan







4.Demonstrate ability to set a timed 4. 2x2 hour sessions

work plan









Sub-total 16 hours classroom activities Approx 10



Hours

planning





Recap of Skills recap Tutor 1:1

learning support

4x1 hour sessions where

appropriate

Assessment Tutor

of skills Assessments

preparation

taught 1hour per topic planning of

assessments



2 hours

planning





Sub-total 24 hour 20 hours





Total workload





Auditory / additional workload ratio









1 Title: Targets and Deadlines



2 Aims:



 This unit will help you to know what a target is and how to set targets and deadlines. It will

also teach you to know how well you are doing.



3 Learning objectives:



 To understand the importance of setting targets.



 To demonstrate the process of target setting.



 To demonstrate an understanding of developing an action plan to meet targets.



 To demonstrate an ability to write a timed workplan.



 To demonstrate an understanding of how to review your progress.



4 Content of the themes:



 To understand the importance of setting targets



o Case studies of working to targets and working without targets



o Why we need targets

 To demonstrate the process of target setting



o What is a SMART target



o Working through each element of a SMART target



 To demonstrate an understanding of developing an action plan to meet targets



o What is action planning



o Examples action plans



o How to write an action plan



 To demonstrate an ability to write a timed workplan



o Realistic time scales



o How to write a workplan



o Examples of charts and time lines



 To demonstrate an understanding of how to review your progress



o Recording progress against a plan



o Reviewing your plan



5 Teaching strategies



 Discussion work



 Workshop activities



 Individual target planning with understanding of deadline and how to monitor time revision

and evaluation of process discussed



6 Previous knowledge if necessary



 N/A



7 Resources



 Work sheets to set targets and action planning and plan deadlines evaluation and review



 Handouts on SMART targets



 Action planning and setting workplans



8 Assessment criteria



 Describe why targets are important and helpful.

 Set an example of a target that clearly shows what you want to achieve.



 Show that you know what activities you will need to do to meet your targets and write them

clearly in an action plan.



 Set a sensible deadline for meeting your target and each point on your action plan.



 Explain how you would review your progress.



9 Summary



Through exploration of target planning, evaluation and review process, students can experience how

to plan time and manage workload to meet deadline effectively.



10 Glossary



 …

4.2 Identifying your learning style

Activity (hours)





Unit 4.2 Identify your learning styles Student activity (hours) Tutors activity

(hours)





1. demonstrate knowledge of 1x 1 hour session Lesson

different learning styles planning

Content of 1x2 hours session

themes 2. demonstrate a understanding of :- Resources

visual, auditory and kinaesthetic development

Learning for sessions









Sub-total classroom activities 3 hours Approx 4

hours



planning





Recap of Skills recap Tutor 1:1

learning support

hour session x1 where

appropriate 1

hour



Assessment Tutor

of skills Assessment x2 hours preparation

taught planning of

assessments



1 hours

planning





Sub-total 6 hours 6 hours





Total workload

Auditory / additional workload ratio









1 Title: Identifying your learning style



2 Aims:



 This unit will help you to decide on your own best way of learning something. You will learn

how to change your learning activities to improve on how well you are doing.



3 Learning objectives:



 Demonstrate knowledge of the different learning styles.



 Demonstrate an understanding of visual learning.



 Demonstrate an understanding of auditory learning.



 Demonstrate an understanding of kinaesthetic learning.



 Demonstrate that you can use different learning methods to improve how well you are

learning.



4 Content of the themes:



 Demonstrate knowledge of the different learning styles



There are different ways of learning something – for example:



o By reading about it



o You can learn from visual aids (e.g. pictures or a DVD or computer game etc.)



o By listening to someone tell you how to do something



o You can learn for yourself by trying different ways of doing something



o When you need to learn something new it will help you to know that there are

different ways of learning and which way works best for you



 Demonstrate an understanding of visual learning



o What is visual learning?



o Experiment with visual learning methods



 Demonstrate an understanding of auditory learning



o What is auditory learning?



o Experiment with auditory learning methods

 Demonstrate an understanding of kinaesthetic learning



o What is kinaesthetic learning?



o Experiment with kinaesthetic learning methods



o Demonstrate that you can use different learning methods to improve how well you

are learning



o Experiment with learning a new subject using the different styles above and decide

which suits you best



o You can include this in your action plan to help you meet your targets. If one way of

learning does not seem to be working well and you think you could do better then

you can change your way of learning to help you improve your performance



5 Teaching strategies



 Using a questionnaire on learning styles to establish `how I learn best` so students can

establish how as individuals they can apply skills to work at their individual best to meet

targets and deadlines more effectively.



 Work shop activities to experience different ways of learning to help students internally

process how they learn best to apply it to own learning and work.



6 Previous knowledge if necessary



 Some background knowledge and understanding would be useful.



7 Resources



 DVDs



 Handouts



 Picture cards



8 Assessment criteria



 Describe 3 different ways of learning.



 Describe what method works best for you and why.



 Use different ways of learning suggested by your teacher and show that you have made

changes to improve your performance.



9 Summary



By experimentation students should be able to gain understanding on how they can identify which

learning style works best and how to use other resources to develop other ways of learning new

skills.

10 Glossary



 Visual learning: learning by seeing.



 Auditory learning: learning by listening.



 Kinaesthetic learning: learning by doing.









4.3 Reviewing your learning progress

Activity (hours)





Unit 4.3 Reviewing the learning process Student activity (hours) Tutors activity

(hours)





Content of 1. demonstrate what you have 1x 1 hour session Lesson

themes learned and how you learned it planning



Resources

development

2. learn how to judge what went

1x2 hours session for sessions

well and less well







3. understand how to make changes 1x2 hours session

to work better









Sub-total classroom activities 6 hours 4 hours



planning

Recap of Skills recap Tutor 1:1

learning support where

hour session x2 appropriate 1

hour

Assessment Tutor

of skills Assessment x2 hour

preparation

taught planning of

assessments



1 hours

planning





Sub-total 10 hours 6 hours





Total workload





Auditory / additional workload ratio









1 Title: Reviewing your learning progress



2 Aims:



 This unit will help you to judge how you are doing in meeting your targets and how to do

things better.



3 Learning objectives:



 Demonstrate what you have learned and how you learned it.



 Understand how to judge what has gone well and what has gone less well.



 Understand how to make changes to help you to perform better.



4 Content of the themes:



 Demonstrate what you have learned and how you learned it



o It will help you meet your targets and improve your performance if you are able to

think carefully and honestly about how well you are doing and what you have

achieved.



o Reviewing performance



 Understand how to judge what has gone well and what has gone less well



o Measuring success

o Being objective



o Listening to others



 Understand how to make changes to help you to perform better



o Making the decision to do things differently



o Planning for improvement



o When to make changes



5 Teaching strategies



 Using target plan from activities to explore task/target set and review.



 Workshop activities to discuss and review performance and exchange information,

experiences and ideas for improving performance.



6 Previous knowledge if necessary



 Some previous learning on targets and experience would be needed to go through

task/target set for this exercise to have real meaning to the learner.



7 Resources



 Students previous target sheets



 Handouts on measuring achievement



8 Assessment criteria



 Describe what you have learned on this course and how you learned it.



 Describe what you think has gone well and what has gone less well – how did you decide

what to describe?



 Give an example of when you have listened to other people’s opinions and help and used

their ideas to make changes to improve your performance.



9 Summary



Students should be able to evaluate their learning performance and review what went well and how

to improve for future planning of targets.



10 Glossary



 Being objective: seeing things as they really are without being influenced by feelings or

personal opinions.