€¦ · Web viewThe Employability Skills course is designed to help learners develop the ... Customer Service, Health and ... Small group discussion what the word

Employability___________________________________________________________________________________________________________________________________

Purpose of study

The Employability Skills course is designed to help learners develop the skills necessary for access to employment through a range of units which focus on preparation for employment training, career education, enterprise education, work-related learning and work experience.

Aims

The Employability Skills course is designed to help learners develop the skills needed to become successful employees. The primary purpose of this qualification is to support them in overcoming barriers to entering work. It is primarily intended for young people and adults who are not yet ready for employment but for whom a job is a realistic aim within a reasonable timescale. It may also suit those experiencing the workplace for the first time that need to develop employability skills.

Year 13

Brief overview – Maintaining work standards, Exploring job opportunities, Learning through work experience, Customer Service, Health and safety in the workplace, Travelling to work, Working with numbers and Working with others.

Keywords: Career opportunities, services, training, working patterns, customer, industry, standards, timekeeping, attendance, communication, hazard, procedure, responsibility.

Careers statement:Students will have the opportunity to develop the skills and knowledge that will enable them to gain a deeper understanding of the aptitude required to become a successful employee.

Hospitality Scheme of LearningYear 12

Weeks Key Learning Theme

Resources Key Learning Marking and Assessment

1Learn about the aims/ expectations of the course.

Example of assignment brief and learning material/booklet.

Discussions of what the students feel they want to get out of the course; what they are going to learn about; practical activities to give them a taster of the activities on the course, e.g. visit to shops/ use of ICT to research/visit the areas of interest in the locality.

All students to have a timetable/schedule of activities for the year ahead; and be aware of what the course entails.

SEMSC Introducing the group and getting to know new members of the team

IT

ILS Building confidence and independent thinking to contribute to group discussions

Numeracy Working with a calendar, investigating the year ahead

Communication

Group discussion/peer to peer discussion



2 - 3 Career Exploration

Small group discussion what the word 'career' means.

Students - Make a note of at least two people you know who have a career and the different jobs they have done and roles they have had.

Think about a career goal that is of interest and give reasons for choice. 1 to 1 with tutor for advice on what would be both suitable and interesting. Discuss career goal and include at least two different routes to achieving that career goal. For example: if the career goal is to join the police, some different routes to achieving this goal might be to: • become a Community Support Officer and develop skills needed for dealing with the public

SEMSC Independent learning.Understanding career opportunities throughout the UK. Identifying how our society shapes working patterns.

IT Online investigation of careers and career pathways.ILS

Numeracy

Communication

Group discussion.1 to 1 with tutor.Student to interview family/friend/tutor to investigate career paths.

• apply for a college course in Public Services • volunteer as a special constable When student has thought of a range of routes to achieving career goal, state the advantages and disadvantages of each route.



4 - 6. Career Exploration

Student – For identified career goal find out about: a) two vocational skills required b) two examples of interpersonal skills required c) two examples of personal qualities one would need to have to be successful in that job.

For example: to join the police, an interpersonal skill, such as communication, would be important alongside a vocational skill, such as First Aid, and a quality, such as punctuality.

Prepare a career goal profile to compare skills and qualities with those for chosen career goal.

Prepare for a career interview. Group discussion considering what is needed for the interview and questions to ask during.

Students should consider: • the name of the person who will interview you • the agreed purpose of the interview • the information you would like to get from the interview • the documents you need to take to the interview, e.g. a CV and personal statement or supporting letter from your tutor.

SEMSC Understanding career opportunities throughout the UK. Identifying how our society shapes working patterns.

IT Online investigation of careers and career pathways.ILS Interview preparation. CV development.

Numeracy

Communication

Preparation and involvement in an interview.

Review the outcomes of career interview. Student to consider: • What was the key information I got from the interview? • Was it what I was expecting? If not, how can I use this new information? • What further information do I still need? • How will I access this information?



7. Career Exploration

Students to:

Prepare a summary of their review, including thoughts about the outcomes of the interview. Include the information received during the interview will help decisions for next steps. For example: research college courses or training providers or a company that would support an apprenticeship.

Gather together the evidence have created from activities in this unit.

Organise evidence in portfolio and include Assessment Checklist.


ITILS Build understanding of ‘next steps’. Investigation of

further ed/training/apprenticeships.Numeracy

Communication

Review and analysis of interview.



Term 2, week 1 - 3

Health and Safety

Students to consider why health and safety is important in the workplace.Consider:• what special laws are important in health and safety?• which special laws are important at your workplace or centre? Why is this?

SEMSC Develop understanding of health and safety in the community/work place. Gain knowledge of British law.

IT Research into H&S in the workplace.ILS Self- study/ learning/research

Keeping safe at workNumeracy

• how does health and safety protect employers and employees?• why is this important?• what general health and safety laws are used in a range of different workplaces?• what general health and safety responsibilities do employers and employees have?• how can employers and employees generally make sure that health and safety responsibilities are understood and used in the workplace?

Students to research the health and safety responsibilities of employers in at least two different workplaces. Research should include information about:• employee induction• training employees• keeping up-to-date with new legislation• identifying hazards• reporting hazards

Students to find out what the term 'hazard' means and identify how to report any hazards in school.Take a tour of the school and make a list of thehazards that you identify and how to respond to them.Draw or take pictures of all the safety signs in school and say what they mean.

Communication

Group discussions / Peer Discussions



4 - 6 Health and Safety

Gather information from school to create a guide about what employers, employees and students should do during a fire drill. Guide should include the location of:• the fire/emergency alarm

SEMSC Develop understanding of health and safety in the community/work place.

IT Use of Word/PP to create guideILS Keeping safe at work

Numeracy

• fire fighting equipment• fire exits and notices• assembly points• first aid boxes• a list of first aiders• the accident book

Collect information from one chosen workplace to create a display of the common causes of accidents. Display must include information about how to prevent and report accidents.

Communication

Creation of written document for communication of information to others.



7 Health and Safety

Safely carry out a range of day-to-day tasks in workplace or school. Include information about using and storing equipment safely.

Tasks may take place in kitchens, ILS etc.

SEMSC Task dependentIT Task dependentILS Task dependent

Numeracy Task dependent

Communication

Task dependent



Term 3Week 1 - 3

Applying for a job

Group discussion considering some of the common words or phrases that are used inthe job application process:• CV• application form• letter of application• personal statement• referenceStudents research what these mean and keep notes about when and how they are used.


IT Online research for jobs.

ILS Develop understanding of CV’s and job application.

Numeracy

Communication

Group discussion

Students to carry out some research to help identify a range of jobs they would like to apply for. Record research for portfolio.

Student to identify a job that they would like to apply for. Make a note or highlight the skills and qualities required for this job.Create a summary of their skills and qualities and include additional ones that they think are important for being successful in that job.

Plan the steps of how they would successfully apply for chosen job.

For example: getting and completing an application form, writing a newCV, writing a letter of application, or writing a personal statement for their application.

Apply for the chosen job, keeping draft and final copies of all the documents needed to produce.

Prepare for an interview by making a list of questions that could be asked and the answers that would be given.

Interview preparation.



4 & 5 Applying for a job

Students to participate in an interview for chosen job and to present information about themselves (CV etc.).

SEMSC Develop understanding of where to find career information, as well as defining own skills and qualities suitable for different career options.

Tutor/interviewee to complete a witness statement.

Students to use feedback from interview and witness statement to review performance.Ask:• what went well and less well, and why?• how could you improve the way you performed during the interview?• what extra preparation could you do before the next interview?

Gather together the evidence have created from activities in this unit.

Organise evidence in portfolio and include Assessment Checklist.

IT Investigate application forms online.ILS Develop understanding of CV’s and job application.

Numeracy

Communication

Group discussion

Participation in a job interview.



Learners can:

Term 41 - 4

Customer service

Students to carry out a survey of a variety of organisations in local area to investigate what is meant by good and bad customer service.Use research to create a Guide to Good Customer Service, including:• why good customer service is important• at least three examples of good customer service• at least three examples of how poor customer service can affect organisations and their customers• why creating a good first impression is important

Make a list or mind map of the products and/or services their workplace or training centre provides. Consider/discuss how are these products or services made to meet the needs of the customer?

Students must consider the importance of having a good customer care policy in an organisation.

SEMSC Build understanding of different customer groups, i.e. young, elderly, families etc.

IT

ILS Demonstrating good customer service/working with a customer.

Numeracy

Communication


Gaining confidence when speaking to the general public.

From earlier research, students to identify a range of policies and procedures from at least one organisation, containing information on how to treat customers, how to deal with customer complaints and why it is important to be very careful with customers’ personal information.Create a checklist of ‘Good practice for dealing with customers’ based on research.


Resources Marking and Assessment

5 -7 Customer service

Students must demonstrate that they can provide good customer service either in their workplace or school. When meeting customers for the first time it is important to make a good impression.Demonstrate good customer service through:• creating a checklist of how to make a good impression• showing how to create a positive impression when meeting customers for the first time• showing how to provide good customer service when dealing with a range of customers• identifying and meeting customer care standards for an organisation of your choice• showing how to interact effectively with customers both verbally and non-verbally

(Possibly use role play, or provide examples from school enterprise, i.e. pop up shops, coffee mornings etc.)

SEMSC Build understanding of different customer groups, i.e. young, elderly, families etc.

IT

ILS Demonstrating good customer service/working with a customer.

Numeracy

Communication

Gaining confidence when speaking to the general public



Term 51 - 2

Maintaining Work Standards

Talk with others about what an employer expects with regard to timekeeping and attendance.

SEMSC Develop understanding of social impact of poor work standards i.e. impact on colleagues due to poor attendance etc.

•Why do employers think punctuality and regular attendance are very important?• What impact can it have on the company or organisation if an employee is always late or absent?Record your workplace or training centre's requirements for attendance and punctuality, and identify an acceptable and an unacceptable reason for being late and absent.• Do others in the group agree with your reasons?• If you are going to be late or absent from work, what procedure should you follow, (i.e. who needs to be told)?

Evidence meeting timekeeping and attendance requirements might include timesheets or attendance records from placement or training centre, or a witness statement signed by your supervisor.

Think about the tasks and activities performed at student workplace or training centre.What does the employer expect in terms of the quality of work and the deadlines for doing it?

Student to consider:What is expected of you in terms of health and safety and why is health and safety important to you and those around you?

Think about these questions:• What happens when health and safety goes wrong?• What is the impact on the company or organisation?• Is there any particular clothing or equipment you have to wear in the workplace?• Have you had a full health and safety induction in your workplace?• Who do you report to if you spot a hazard at work?• What is expected of you in terms of health and

IT

ILS Complete work attendance sheets.Research working standards at workplace.

Numeracy Timekeeping and attendance

Communication


safety?Record thoughts and keep any evidence for their portfolio.



3 - 5 Maintaining Work Standards

Student to consider:

What is the dress code at your workplace? Think about the importance of presenting a good image when you are at work.How are you expected to behave in the workplace?What could bad behaviour lead to?

Student must also identify two different tasks to complete within their workplace or training centre and when these will be completed by.The tasks must allow them to demonstrate meeting the standards required by the organisation.For example: producing a letter to be sent to a potential employer or setting up a room ready for a presentation or activity.

Students will need to carry out the tasks and then review achievements with tutor/supervisor.•Did student meet deadlines and agreed standards of work?• Did they need any help?Keep any evidence for your portfolio.

SEMSC Develop understanding of social impact of poor work standards i.e. impact on colleagues due to poor attendance etc.Discover the importance of presenting a good image when you are at work.

IT

ILS Identify and complete work related tasks.

Numeracy Working with timekeeping and deadlines.

Communication




Term 61

Working With Numbers

Group discussion about the different types of number problems you might have to deal with at work.

SEMSC

IT

Students to make a list of at least five number problems they may be faced with in the job they would like to do.Students to make a list of at least five jobs that would involve someone having to measure something at work.

ILS

Numeracy Menus, price lists, measuring items, counting stock or measuring time. Student to give examples of situations when someone at work might have to add, subtract and multiply numbers.

Communication




2 Working With Numbers

Students to write down some different number problems and describe which calculations they could use to find the answer.For example: if calculating the cost of petrol used in a week you would need to use multiplication; if working out how much has been spent on food in a week you would need to use multiplication and addition; if sharing out the cost of a meal you would need to use division; if taking an item back and exchanging it for a cheaper one, you would need to use subtraction.

Students to identify at least two practical number problems and the methods they will use to tackle them.

SEMSC

IT Online research for pricing up a variety of items.

ILS

Numeracy Menus, price lists, measuring items, counting stock or measuring time. Student to give examples of situations when someone at work might have to add, subtract and multiply numbers.

Communication




3 - 5 Opportunities for Learning at

Group discussion about what is meant by the term ‘lifelong learning’.

SEMSC Consideration of how we learn throughout our lives, and where learning takes place – formal and informal.

Work Think of different times throughout life when learning takes place and the different types of places where this learning can take place.

Students to use knowledge of ‘lifelong learning’ and record how it can help people to get and keep jobs.For example: doing some voluntary work to learn new skills or attending an evening course at college to achieve a qualification.

Students to make a list of the kind of work that interests them (e.g. wanting to work outdoors, wanting to work with animals, wanting to work with members of the public).

Students to consider what different options are available for them to learn more about the work that interests them?

Students to make a list and keep this evidence for their portfolio.For example: investigate what courses are available in school, in college or with training providers; use the Internet to find out where jobs might be available or how often recruiting is carried out.

Group discussion about the main differences between being:• an employee• self-employed• a volunteerWhat are the differences in how they get paid?What are the differences in terms of responsibility?

Using the information from Activity 2, students to think of one job that they would like to do.Research opportunities to do this job in the local area as an employee, self-employed or as a volunteer.

IT Online research of careers and next steps to work.

ILS Discovery of work options – part time, full time, voluntary etc.

Numeracy Investigating how we are paid for work

Communication


For example: someone wanting to work as a painter and decorator could work for a local construction company, could investigate working for themselves or find out how they could help out with a local charity.Research opportunities to do this job that would take them away from home, listing three different areas in the UK.Keep any evidence for portfolio.



6 Opportunities for Learning at Work

Students to think about a career goal that interests them. Identify three examples of learning and/or work options that would help them make progress towards their career goal.For example: they could use a picture of someone doing your chosen career and then draw a spider diagram to show the options available for working towards this career.

Highlight their favourite option.Keep any evidence for portfolio.

Students to think about things that will help them and things that could get in the way of working towards the career goal they have chosen.

Give two examples of outside factors:• One that may help your progress• One that may slow you downFor example: there is funding available to help them go to college but a shortage of places available on a course might slow them down.

Give two examples from own interests, abilities and attitudes:

SEMSC Consideration of how we learn throughout our lives, and where learning takes place – formal and informal.

IT Online research of careers and next steps to work.

ILS Discovery of work options – part time, full time, voluntary etc.

Numeracy

Communication


• One that may help you move forward• One that may slow you down

Talk about and share with your tutor the information you have identified in Activities 5 and 6.

Agree the next steps.



7 Organise portfolio. SEMSC

IT

ILS

Numeracy

Communication


Documents

€¦ · Web viewThe Employability Skills course is designed to help learners develop the ... Customer Service, Health and ... Small group discussion what the word