2014-1-RO01-KA201-002736_1
OPTIONAL COURSE
SYLLABUS
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
RATIONALE
Equipping students with high transferable skills to help them in everyday life and labor market
permanent challenges is becoming imperative due to the socio-economic conditions nowadays. In
order to face the challenges and to anticipate possible problems, students should acquire a set of
essential skills enabling them to integrate rapidly on the labor market. As a result, in accordance with
the individual training needs, teachers should be endowed with didactic and pedagogical tools able to
boost students school-work transition and provide the learning environment with a more real life
oriented approach.
The scope of the Hard-Soft Skilling optional course is the integration of hard and soft core
transversal skills learning as part of the 14-19 year-old high school students development.
The course proposes a student-oriented approach, since it aims at increasing students awareness of
the potential skills they may use and develop in order to increase success in their career, at offering
tips on how to best exploit them based on a personalized career model and on what actions they may
undertake in order to reach their goals. Thus, being trained, students will become more aware of their
potential and of the possibilities of self-promotion. The personal development component guides the
students throughout their studies in order to build solid personal background.
By attending this course students are expected to become better observers, able to make
pragmatic choices and enhance their labor market chances either finding a job or completing academic
studies. They will be provided with tools that will enable and facilitate the integration of these skills in
situations they are prone to meet further in their life after leaving school.
Moreover, the present course proposes a pro-active approach for teachers and managers in the
educational system, becoming thus an important opportunity for teacher professional development.
The optional course could be easily implemented as part of the school based curriculum in any school,
irrespective of its type (either general or vocational) and for any grade on condition to adapt it to the
students possibilities, bringing a new perspective on the necessity of introducing changes in the school
curriculum and in the training models used in schools.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
COURSE DESCRIPTION
This course focuses on the development of strategies for promoting the acquisition of hard soft
skills core transversal skills as part of everyday teaching in high schools. It is a part of a Strategic
Partnership for Cooperation, Innovation and Exchange of Good Practices among 8 secondary schools,
both general and vocational, from Romania, Bulgaria, France, Portugal, Spain, Turkey, Germany and
Italy.
It introduces students to concepts and techniques which might help develop employability through
basic high transferable skills acquisition and diversity of the local /national/international labor market
and employment opportunities awareness raising.
The optional course is designed to maximize learning potential, encouraging students selfreflecting and critical thinking on how to use the hard soft skills to chart their career path, offering
access to information and attitudes learners may personalize and use. Thus, this course relates to
material developed during the implementation of the project aiming at enhancing personal
development and self-promotion as well as familiarization with labor market requirements and tools.
Transition and appliance of information from the class to real-life situations represents priority to the
course.
COURSE PURPOSE
The purpose of this course is to provide students with knowledge and guidance through
appropriate practices. Students will be provided with range of practical activities with the help of a
variety of resources, tools and techniques suitable to their interests in order to develop understanding
of the labor market and acquire knowledge, and transferable skills which facilitate lifelong learning.
By the end of this course, students are expected to develop their own approach to tackle the
issues of self-promotion and making the best of the hard soft skills they possess for a better integration
on the labor market.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
SYLLABUS DESIGN
This optional course syllabus has been designed using mainly the backward design.
Diagnosis of needs
Research has been conducted in 8 European high schools belonging to the following countries:
Romania, Germany, Bulgaria, Italy, Turkey, France, Spain and Portugal and a comparative study has
been issued stating the similarities and differences among the different teaching philosophies and
needs for including and integrating soft skills into everyday teaching.
2014-1-RO01-KA201-002736_1
Outcome
9:
Raise awareness of meeting goals through group effort taking advantage of the various abilities and
knowledge.
Outcome 10: Learn to deal with problems and to evaluate proposals to improve performance.
SYLLABUS ORGANIZATION
The teaching toolkit will include 8 modules, 4 modules will be career oriented, the other 4 being
focused on high transversal skills development. Each module will be built on a common framework
provided by the leading organization. The partners have already reached an agreement regarding the
modules and the basic content to be developed, yet, if the research will show different results in the
needs identified the objectives and the modules will be subject to modification accordingly.
understanding the connection between the knowledge acquired and the labor market
requirements;
decoding and managing information, adapting it to personal use;
acquiring self- knowledge skills, knowing and exploding personal potential;
developing group cooperation in solving problems;
using knowledge in decision making.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Specific Competencies
Topic
Employer requirements
Module 1
What Employers Want-this module intends
to familiarize students with decoding
employers job descriptions: Introduction:
What parts can you identify in a job
description?
What skills are requested?
What skills should be associated with that type
of job?
Module 2
What You Want/Assess Yourself- the
module will guide students towards selfassessment:
Introduction:
What are the most common required
transversal skills?
What skills are necessary for a specific job?
What are the advantages and disadvantages of
having your own business?
What are your job expectations?
What is your employee profile?
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Module 3
Plan your career path-this module aims at
guiding students to keep record and build a
career plan.
Introduction:
What are your personal goals?
What are the most suitable tasks to reach your
goals?
What qualifications do you need?
Fill in a career plan model and keep record of
changes.
Module 4:
Useful Tips for Your Career -the module
will help students revise and acknowledge
information regarding vital tools for getting a
job.
Introduction:
What types of CV templates do you know?
What are the differences among application
letter/cover letter/resume?
What should you do before/during the
interview?
What does a good application letter mean?
Team building
Module 5
Team Building -module to promote the
1. To establish a positive team culture, the importance of working closely together at
school and future workplace.
beliefs, values and norms of behavior.
Introduction:
2. To understand the role of the leader.
What is a team?
3. To develop communication and trust
What is team building?
among team members.
What team building basics should you know?
4. To encourage experience sharing and
What are the reasons for team building? Team
generating new ideas.
5. To enhance team members motivation. building activities.
6. To improve commitment and work
efficiency.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Communication
1. To evaluate the communication context
2. To create awareness of the existence of
different types of communication
3. To understand what effective
communication means
4. To compare and contrast cultural
differences in communication
5. To identify the right means of
communication according to the target
audience
6. To select the desired action to convey
meaning
Presentations
Module 6:
Communication -module to promote and
develop good communication-building.
Introduction:
What is meant by effective communication?
What is meant by verbal and non-verbal
communication?
What cultural differences may influence
communication?
Module 7
Presentations - module to promote effective
presentations and public speaking abilities and
their importance to different domains.
Introduction:
What are the main types of presentations?
What purpose may a presentation have?
What is the layout of a presentation?
What advanced features may be introduced in
presentations?
What skills are necessary for a presentation?
What presentation openers do you know?
Step-by-step presentation model.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Module 8
Problem Solving and Decision Making module to develop students abilities to solve
1. to define the problem
difficult problems and/or make complex
2. to compare and contrast the problem
with similar ones using past experience decisions in following format.
Introduction:
3. to identify a range of options and
What are the main parts/key components of the
alternative solutions when making
problem solving process?
decisions
4. to analyze the solutions, to discriminate What various alternatives can you identify to
solve a problem?
among options and to select the best
What skills do you need to solve the problem?
alternative
What steps can you take to solve a problem?
5. to identify the advantages and
What are the steps in decision making?
disadvantages of individual and group
What positive and negative consequences a
decisions
6. to make informed decisions and to take certain decision may have?
How to make the best decision?
responsibility
Course structure
Module
Unit
Module 1 What
Employers Want
1. Overview
and 3
Introduction to job
advertisements
2. Job advertisement
structure
3. Qualifications
required
4. Skills required
5. Job assumptions
General competence:
decoding information
No of Description
hours
This module intends to
familiarize students with
decoding employers job
descriptions :
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
1. Transversal
5
skills
2. Personal skills
3. What skills
match the job?
4. Job
expectations
5. Your employee
profile
1. Personal goals
2. Personal
development
possibilities
3. Developing
personal
strategy to
achieve the
career goals
4. Career plan
development
1. CV templates
2. Cover letter
3. Interview tips
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
General competence:
demonstrating abilities
to identify, evaluate and
manage
information
regarding employment
adapting it to personal
use
4. Application
letter tips
1. What is a
team?
2. Team
motivation
3. Team
efficiency
4. Team building
basics
1. General
competence:
cooperating towards
a common goal in
groups
Module
6:Communication
General competence
Improving skills for
effective and accurate
communication
Module 7
7. General competence
using information and
resources to produce
1. Effective
3
communication
2. Verbal, nonverbal
communication
3. Cultural
differences
1. Types of
presentations
2. Types of
channels of
presentations
3. Ten steppresentation
model
Communication-building in the
following formats: Introduction:
What is meant by effective
communication? What is meant
by Verbal and Non-verbal
communication? Cultural
differences. Verbal and nonverbal communication games.
Presentation Skills - module to
promote effective
presentations and public
speaking abilities and their
importance in teaching,
lecturing, business, sales and
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
and deliver
presentations
2014-1-RO01-KA201-002736_1
1. Problem
assessment
2. Solution
proposal
3. Solution
analysis
4. Decision
making
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Learning Outcomes
Gain in-depth familiarity with various types of job advertisements, understand the confusing or
non-specified information, decode skills information, and create skills profile according to the
requirements.
Content:
1.
2.
3.
4.
5.
Method of Instruction:
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Lecture
presentations associated with practical exercises
Assessment:
The course has the following assessment components:
Written tasks
Oral presentations
Resources:
The optional course syllabus will be accompanied by a teaching tool and teaching guide which provide
useful resources that may be used or adapted.
Availability
Available as an outside option to all students (undergraduate and graduate). Students can take this course
in any year of their studies upon request.
Pre-requisites
Being taught in English the course requires at least a B1 level of English language. However the
difficulty of the practical part can be adapted to any grade. Moreover it can be translated in mother
tongue and implemented.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Pre-requisites
Being taught in English the course requires at least a B1 level of English language. However the
difficulty of the practical part can be adapted to any grade. Moreover it can be translated in mother
tongue and implemented.
Module description
The module will guide students towards gaining insight on the most used transversal skills and
personal skill self-assessment. The learning aim is to assess personal information, select and selfreflect on it.
Module sections:
1.
2.
3.
4.
5.
General competence: acquiring self-knowledge skills, knowing and exploiting personal potential.
Specific competences:
1.
2.
3.
4.
5.
6.
Learning Outcomes
Demonstrate self-assessment ability to acknowledge the skills possessed and to foresee possible use
of the personal skills for enhancing employability perspectives.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Content:
1.
2.
3.
4.
5.
Transversal skills
Personal skills
What skills match the job?
Job expectations
Your employee profile
Method of Instruction:
Lecture presentations associated with practical exercises
Assessment:
The course has the following assessment components:
Written tasks
Oral presentations
Resources:
The optional course syllabus will be accompanied by a teaching tool and teaching guide which provide
useful resources that may be used or adapted.
Availability
Available as an outside option to all students (undergraduate and graduate). Students can take this course
in any year of their studies upon request.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Pre-requisites
Being taught in English the course requires at least a B1 level of English language. However the
difficulty of the practical part can be adapted to any grade. Moreover it can be translated in mother
tongue and implemented.
Module description
The module will help students to take action by starting to build a career plan, selecting appropriate
methods and tools to achieve personal goals and keeping record of their progress.
Module sections:
1.
2.
3.
4.
General competence: developing skills of selecting and valorization of information to personal use in
career planning.
Specific competences:
1.
2.
3.
4.
5.
6.
Learning Outcomes
Analyze, select and utilize the best strategies and tools to build a career plan to match the previous
skills and personal needs self-assessment.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Content:
1.
2.
3.
4.
Personal goals
Personal development possibilities
Developing personal strategy to achieve the career goals
Career plan development
Method of Instruction:
Lecture presentations associated with practical exercises
Assessment:
The course has the following assessment components:
Written tasks
Oral presentations
Resources:
The optional course syllabus will be accompanied by a teaching tool and teaching guide which provide
useful resources that may be used or adapted.
Availability
Available as an outside option to all students (undergraduate and graduate). Students can take this course
in any year of their studies upon request.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Module description
The module will help students to identify and to select the most appropriate tools to help them
develop their career plan. Tips will be offered to facilitate the understanding.
Module sections:
1.
2.
3.
4.
General competence: demonstrating abilities to identify, evaluate and manage information regarding
employment adapting it to personal use
Specific competences:
1.
2.
3.
4.
5.
6.
Learning Outcomes
Evaluate, select, and use a wide range of tools such as: CV and resume templates.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Content:
1.
2.
3.
4.
CV templates
Cover letter
Interview tips
Application letter tips
Method of Instruction:
Lecture presentations associated with practical exercises
Assessment:
The course has the following assessment components:
Written tasks
Oral presentations
Resources:
The optional course syllabus will be accompanied by a teaching tool and teaching guide which provide
useful resources that may be used or adapted.
Availability Available as an outside option to all students (undergraduate and graduate). Students can
take this course in any year of their studies upon request.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
What is a team?
What is team building?
What team building basics should you know?
What are the reasons for team building?
Team building activities.
To establish a positive team culture, the beliefs, values and norms of behavior.
To understand the role of the leader.
To develop communication and trust among team members.
To encourage experience sharing and generating new ideas.
To enhance team members motivation.
To improve commitment and work efficiency.
Learning Outcomes
Raise awareness of meeting goals through group effort taking advantage of the various abilities and
knowledge.
Broaden understandings about the complexity of the cross-cultural differences.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Content:
1.
2.
3.
4.
What is a team?
Team motivation
Team efficiency
Team building basics
Method of Instruction:
Lecture presentations associated with practical exercises
Assessment:
The course has the following assessment components:
Written tasks
Oral presentations
Resources:
The optional course syllabus will be accompanied by a teaching tool and teaching guide which provide
useful resources that may be used or adapted.
Availability Available as an outside option to all students (undergraduate and graduate). Students can
take this course in any year of their studies upon request.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
MODULE 6 COMMUNICATION
Pre-requisites
Being taught in English the course requires at least a B1 level of English language. However the
difficulty of the practical part can be adapted to any grade. Moreover it can be translated in mother
tongue and implemented.
Module description
The module will help students understand how important it is to communicate appropriately and
efficiently.
Module sections:
1. What is meant by effective communication?
2. What is meant by verbal and non-verbal communication?
3. What cultural differences may influence communication?
General competence: Improving skills for effective and accurate communication.
Specific competences:
1.
2.
3.
4.
5.
6.
Learning Outcomes
Communicate according to purpose, audience and context.
Broaden understandings about the complexity of the cross-cultural differences.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Content:
1. Effective communication
2. Verbal, non-verbal communication
3. Cultural differences
Method of Instruction:
Lecture presentations associated with practical exercises
Assessment:
The course has the following assessment components:
Written tasks
Oral presentations
Resources:
The optional course syllabus will be accompanied by a teaching tool and teaching guide which provide
useful resources that may be used or adapted.
Availability Available as an outside option to all students (undergraduate and graduate). Students can
take this course in any year of their studies upon request.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
MODULE 7 PRESENTATIONS
Pre-requisites
Being taught in English the course requires at least a B1 level of English language. However the
difficulty of the practical part can be adapted to any grade. Moreover it can be translated in mother
tongue and implemented.
Module description
The module is meant to promote effective presentations and public speaking abilities and their
importance to different domains.
Module sections:
1. What are the main types of presentations?
2. What purpose may a presentation have?
3. What is the layout of a presentation?
4. What advanced features may be introduced in presentations?
5. What skills are necessary for a presentation?
6. What presentation openers do you know?
7. Step- by- step presentation model.
General competence: using information and resources to produce and deliver presentations
Specific competences:
1.
2.
3.
4.
5.
6.
Learning Outcomes
Manage strategies to promote themselves and their ideas.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Content:
1.
2.
3.
4.
Types of presentations
Types of channels of presentations
Ten step-presentation model
Tips for good presentations
Method of Instruction:
Lecture presentations associated with practical exercises
Assessment:
The course has the following assessment components:
Written tasks
Oral presentations
Resources:
The optional course syllabus will be accompanied by a teaching tool and teaching guide which provide
useful resources that may be used or adapted.
Availability Available as an outside option to all students (undergraduate and graduate). Students can
take this course in any year of their studies upon request.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Module description
The module is meant to develop students abilities to solve difficult problems and/or make complex
decisions.
Module sections:
1.
2.
3.
4.
5.
6.
7.
What are the main parts/key components of the problem solving process?
What various alternatives can you identify to solve a problem?
What skills do you need to solve the problem?
What steps can you take to solve a problem?
What are the steps in decision making?
What positive and negative consequences a certain decision may have?
How to make the best decision?
General competence: using specific knowledge to solve problems and make decisions
Specific competences:
1.
2.
3.
4.
5.
6.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Learning Outcomes
Learn to deal with problems and to evaluate proposals to improve performance.
Content:
1.
2.
3.
4.
Problem assessment
Solution proposal
Solution analysis
Decision making
Method of Instruction:
Lecture presentations associated with practical exercises
Assessment:
The course has the following assessment components:
Written tasks
Oral presentations
Resources:
The optional course syllabus will be accompanied by a teaching tool and teaching guide which provide
useful resources that may be used or adapted.
Availability Available as an outside option to all students (undergraduate and graduate). Students can
take this course in any year of their studies upon request.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
Assessment
Assessment is an integral part of instruction guiding teachers. Based on developing competencies
the assessment is mainly formative seeking to enhance students' learning, commitment and involvement.
The main assessment methods and techniques which may be used for evaluating the overall performance
are: multiple choice, jigsaw, fill in the blank, matching, short response, essay or oral presentation,
interview, discussion, debate, portfolio, self-reflection, etc.
Providing teachers with assessment standards and indicators the formative assessment helps them
evaluate students progress make decisions such as revising certain issues or bringing extra teaching
material.
However, the summative assessment is assured by direct observation and pre and post-testing and a selfassessment component is also provided (career plan model).
Assessment standards
Standard
Indicators
Scale 1-5
1
2. Assess yourself
Students realistically evaluate their
own skills
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
3.1. Reason
abstractly
and
reflectively, constructing solid
arguments
3.2. Recognize and use connections
between skills and career
development
3.3. Develop and evaluate arguments
and proofs.
3.4. Select and use various types of
reasoning
4.1. Research appropriate tools for
their purpose
4.2. Compare and contrast different
sources of information
4.3. Identify alternative tools and tips
4.3. Use of the different tools
available
6.1. Select
appropriate
communication style and format
depending on purpose
6.2. Use the labor market vocabulary
appropriately
6.3. Analyze and evaluate strategies
of communication.
7.1. Analyze target audience and
presentation context
7.2. Select appropriate presentation
formats for different purpose
7.3. Create and deliver presentations
in a concise and effective manner
7.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
METHODOLOGICAL SUGGESTIONS
Stimulating students interest in their after school life and raising awareness of labor market issues are
essential conditions for attitudinal changes.
The methodological suggestions are oriented towards students skills development. The transversal skills
development implies the use of flexible interdisciplinary approaches and teaching strategies which focus on
building students confidence in exploring and developing their learning potential, promoting labor market
understanding of how knowledge can be applied in daily life and use of active teaching methods( simulation,
problem based learning, cooperation, role plays, games), critical thinking methods , experiential learning based
on concrete tasks assessment as well as self-assessment using teaching strategies which allow individual, peer and
group work.
Different teaching techniques and learning tasks are incorporated and their selection is in relation to the
topic of each unit. The mixture of methods has been selected according to the students age, interest and profile.
The choice of units and methods is meant to encourage learners to make thematic connections and at the same
time to relate content to real life issues, efficiently managing the resources and the intellectual processes.
Recycling previous knowledge from various fields and mostly combining the information in a steam considered
essential to gain access to the labor market (primarily technology, languages and soft-skills) facilitates permanent
learning. Intended as a skill-based syllabus, it can be perceived as multi-syllabus as it integrates different
elements of other syllabus types (entrepreneurship, language learning, cross-cultural aspects, personal
development, etc.)
The methodology used is based on skill and know-how acquisition and practice, and less on theoretical
aspects, activating passive teaching and learning resources by focusing on the pragmatic use of the knowledge,
abilities and attitudes the students possess in real labor market contexts. The combination of teaching methods
belonging to the personal development field with those oriented towards the pragmatic labor market domain will,
on one hand, reinforce personal strengths and motivation and, on the other hand, channel these valuable assets
towards early career guidance and worker profile building, enhancing autonomy and personal initiative.
The diversity of the exercises and activities used provides opportunities to find something suitable to each
students style and rhythm of learning. The range of activities may range from simple ones, successfully carried
out (such as filling in information) to more complex ones (motivating choice and formal letter writing, for
example). As a result the teacher may adapt and adjust several aspects of the teaching process according to the
classroom needs. Depending on the students different styles and rhythms of learning and different levels of
motivation,
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
the teacher will decide on the appropriate number of hours devoted to each topic. He may choose a more
personalized methodology according to the students profile and interests. The instructional materials may be
adapted, adjusted or extended in accordance with the various contexts of the teaching process.
Instructional material.
The instructional material used is provided by the teaching toolkit developed by the partnership, yet
freedom of selecting and creating appropriate material is left for the teachers implementing it. The teaching
material should meet multiple criteria such as attractiveness of presentation, authenticity of content and cultural
sensitivity.
Self-discovery is an important principle when deciding the selection of instructional materials.
In addition, the selection of teaching material should encourage free practice in order to facilitate experiential
learning and learning-by-doing.
The selected materials come from a variety of sources: books, websites, newspapers, radios, real life sources, etc.
in order to expose learners to multiple pragmatic aspects.
The format of the materials should be is a combination of print and multimedia, integrating the technology in all
aspects of teaching and learning.
Examples of materials to be used: video/audio recordings, advertisements, podcasts, PPT presentations,
blogs, e-mails, virtual environments, job directories, posters, tables, advice columns, notes/messages, letters,
interview recordings, dialogues, websites, newspapers/magazines, application forms, CVs, surveys, compare and
contrast paragraphs, argumentative texts, etc.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
A blended methods approach is suitable to implement the optional course syllabus, since it offers the
opportunity to combine the strategies and the types of activities according to the level of the students and to use
adaptations immediately. A selection of relevant strategies, activities and exercises is available bellow.
-questioning
-assessing sources of information
- making inferences, predictions, or interpretations
- clarifying issues, conclusions
- exploring implications and consequences
-generating or assessing solutions
-creating and analyzing action plans
-analyzing implications and consequences
-think -pair-share
-compare and contrast
-negotiate
-the circle of viewpoints
-offering plausible interpretations
-transferring knowledge into new contexts
-exercises of identifying personal needs
-exercises of decoding information regarding employment
- interview and cover letter writing
-practicing problem solving and decision making exercises
-exercises of identifying and analyzing resources
- asking and answering questions
- matching
-dialogue in pairs
-true/false
-gap filling
-finding evidence
-filling in an application form
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
--
writing emails
-multiple choice
-writing a letter of application
-explaining the meaning of words/expressions
-debate
-problem solving and decision making questionnaires.
-simulations/games
-oral presentations
-portfolio
-career plan filling.
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
ethical behavior;
intercultural tolerance;
positive self-image;
criticism acceptance;
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
2014-1-RO01-KA201-002736_1
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science and social studies. New York: HarperCollins.
Gravells, A.( 2010) Delivering Employability Skills in the Lifelong Learning Sector, Learning Matters
Sonmez, J.(2014), Soft Skills: The software developer's life manual, Manning Publications
Schulz, B.(2008)
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Wentz, F.H.(2012), Soft Skills Training: A Workbook to Develop Skills for Employment, Create Space
Independent Publishing Platform; Lrg. Edition
Willis, S. (1995). Refocusing the curriculum: Making interdisciplinary efforts work. ASCD Education
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http://www.softskills.com.au/about.html
http://www.aeseducation.com/knowledge-center/soft-skills-curriculum/
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.