Optional Course Syllabus - Hard Soft Skilling-Charting Your Career Path

Liceul Charles Laugier
Str. Brestei, nr 129, Craiova, Dolj

Romania, 2002007
sanitar@charleslaugier.ro
+40251.525.867
KA 2 - Strategic Partnership for Innovation and the

Exchange of Good Practices
"Hard-Soft Skilling-Charting your Career Path"
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.

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
HARD-SOFT SKILLING-CHARTING YOUR

CAREER PATH
Optional course syllabus
Authors: Olivia Nicolae and Lucian Aurel Gheorghe

Liceul Charles Laugier,
Craiova, Romania
2015

Romania, 2002007
+40251.525.867

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.

Romania, 2002007
+40251.525.867

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.

Romania, 2002007
+40251.525.867

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.
Identifying the learning outcomes/objectives

Outcome 1: Identify, evaluate and use information from a range of sources.
Outcome 2: Evaluate, select, and use a wide range of tools such as: CV and resume templates
Outcome 3: Think critically and analytically about employers requirements, decoding and interpreting
a variety of job advertisements.
Outcome4: Write to apply in response to job advertisements shaping language for formal contexts.
Outcome 5: Communicate according to purpose, audience and context in job interviews.
Outcome 6: Broaden understandings about the complexity of the cross-cultural differences.
Outcome 7: Develop understandings about the national labor market in a global context.
Outcome 8: Analyze, select and utilize the best strategies and tools to build a career plan to match the
previous skills and personal needs self-assessment.

Romania, 2002007
+40251.525.867

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.
Outcome 11: Manage strategies to promote themselves and their ideas.

Outcome 12: Demonstrate self-assessment ability to acknowledge the skills possessed and to foresee
possible use of the personal skills for enhancing employability perspectives
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.
SELECTION OF CONTENT AND SKILLS/TOPICS

General competences
-
understanding the connection between the knowledge acquired and the labor market
requirements;
decoding and managing information, adapting it to personal use;
acquiring selfknowledge skills, knowing and exploding personal potential;
developing group cooperation in solving problems;
using knowledge in decision making.

Romania, 2002007
+40251.525.867

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?
1. To decompose a job advertisement into

its main parts
2. To understand the required set of skills
3. To synthetize relevant information
relevant to meet requirements
4. To present the information required in
a logical sequence
Personal skill assessment

1. To identify personal skills from a given
set
2. To match skills with appropriate jobs
3. To compare and contrast the difference
between employee and employer skills
4. To gain awareness of personal job
expectations
5. To create his own employee job profile
6. To evaluate information
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?

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
Career plan model

1. To develop a strategy for personal
development
2. To establish professional goals
3. To identify appropriate tasks to reach
goals
4. To evaluate opportunities and realistic
ability to take advantage of them
5. To create a career plan model
6. To synthetize relevant information to
complete the career plan model
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.
Useful tips for your career

1. To research appropriate tools for their
purpose
2. To compare and contrast different
sources of information
3. To make informed decisions regarding
the available resources
4. To identify alternative tools and tips
5. To use of the different tools available
6. To understand the connection between
the requirements and the available
resources
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.

Romania, 2002007
+40251.525.867

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
1. To know the different formats and

purpose of the presentations
2. To understand the structure of a
concise presentation
3. To analyze the audience
4. To create good quality presentations
5. To deliver presentations clearly,
appropriately and persuasively
6. To understand the importance of body
language in oral 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.

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
Problem Solving and Decision Making
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 :

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
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 Assess
yourself
General competence:
acquiring selfknowledge skills,
knowing and exploiting
personal potential
Module 3 Plan your

career
General competence:
developing skills of
selecting
and
valorization
of
information to personal
use in career planning.
Module 4: Useful tips

for your career
1. Transversal
5
skills
2. Personal skills
3. What skills
match the job?
4. Job
expectations
5. Your employee
profile
The module will guide students

towards self-assessment:
1. Personal goals
2. Personal
development
possibilities
3. Developing
personal
strategy to
achieve the
career goals
4. Career plan
development
Plan your career path-this

module aims at guiding
students to keep record and
build a career plan:
Introduction set personal goals,
identify suitable tasks to reach
them and
1. CV templates
2. Cover letter
3. Interview tips
Introduction: What are the

most common required
transversal skills?; Identify your
skills from
a list, match a list of jobs with a
list of skills,
advantages/disadvantages of
having your own business;
Identify your job expectations;
Fill in your employee profile.
associate further qualifications

you may need; Fill in a career
plan model and keep record of
changes
Useful Tips for Your Career -the
module will help students
revise and acknowledge

Romania, 2002007
+40251.525.867

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
Module 5 Team building
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
information regarding vital

tools for getting a job: revising
different types of CV templates;
differences application
letter/cover letter/resume; tips
before/during the interview;
tips for writing good application
letters)
5
Team Building Skills -module to

promote the importance of
working closely together at
school and future workplace in
the following format:
Introduction: What is a Team?
What is a Team building? Team
building basics. Reasons for
Team building. Team building
activities
1. Effective
3
communication
2. Verbal, nonverbal
communication
3. Cultural
differences
Communication Skills (verbal,

non-verbal)-module to promote
and develop good
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

Romania, 2002007
+40251.525.867

and deliver
presentations
2014-1-RO01-KA201-002736_1
selling, training and generally

feeling comfortable speaking to
a group of people in the
following format:
4. Tips for good

presentations
Introduction: Different formats

and purposes of presentations :
oral (spoken), multimedia
(using various media - visuals,
audio, etc.), small talk, Powerpoint presentations, short
impromptu presentations, long
planned presentations,
educational lectures and simply
giving a talk on a subject to a
group on a voluntary basis for
pleasure. Step-by-step
presentation model,
Presentation exercises.
Module 8
6. General
competence: using
specific knowledge to
solve problems and
make decisions
1. Problem
assessment
2. Solution
proposal
3. Solution
analysis
4. Decision
making
8. Problem Solving and Decision

Making skills - module to
develop students abilities to
solve difficult problems and/or
make complex decisions in
following format: Introduction:
Processes and techniques to
improve problem solving,
decision-making and the quality
of decisions. Problem Solving
and Decision Making
questionnaires. Problem solving
Simulations/games.

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
MODULE 1 WHAT EMPLOYERS WANT?

Module description
The module intends to help students learn to decode essential information available on the labor
market which may help them improve their chances in finding a job. To learn how to decode the
message sent in job advertisements, to analyze it and to become able to respond to it accordingly
using it to their advantage.
Module sections:
1. What parts can you identify in a job description?( identifying information)
2. What skills are requested? ( decoding information-logical assumptions)
3. What skills should be associated with that type of job?( matching exercises)
General competence: decoding information/ to familiarize students with decoding employers job
descriptions
Specific competences:
1.
2.
3.
4.
To decompose a job advertisement into its main parts

To understand the required set of skills
To synthetize relevant information relevant to meet requirements
To present the information required in a logical sequence
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.
Overview and Introduction to job advertisements

Job advertisement main parts
Qualifications required
Skills required
Job assumptions
Method of Instruction:

Romania, 2002007
+40251.525.867

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.

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
MODULE 2 PERSONAL SKILL ASSESSMENT
Pre-requisites
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.
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?
General competence: acquiring self-knowledge skills, knowing and exploiting personal potential.
1.
2.
3.
4.
5.
6.
To identify personal skills from a given set

To match skills with appropriate jobs
To compare and contrast the difference between employee and employer skills
To gain awareness of personal job expectations
To create his own employee job profile
To evaluate information
Learning Outcomes
Demonstrate self-assessment ability to acknowledge the skills possessed and to foresee possible use
of the personal skills for enhancing employability perspectives.

Romania, 2002007
+40251.525.867

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
Lecture presentations associated with practical exercises
Assessment:
Written tasks
Oral presentations
Resources:
Availability

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
MODULE 3 PLAN YOUR CAREER PATH
Pre-requisites
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.
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.
General competence: developing skills of selecting and valorization of information to personal use in
career planning.
1.
2.
3.
4.
5.
6.
To develop a strategy for personal development

To establish professional goals
To identify appropriate tasks to reach goals
To evaluate opportunities and realistic ability to take advantage of them
To create a career plan model
To synthetize relevant information to complete the career plan model
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.

Romania, 2002007
+40251.525.867

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
Assessment:
Written tasks
Oral presentations
Resources:
Availability


Romania, 2002007
+40251.525.867
2014-1-RO01-KA201-002736_1
MODULE 4 USEFUL TIPS FOR YOUR CAREER

Pre-requisites
tongue and implemented. It would be highly recommended that students should have studied Modules
1, 2 and 3 before.
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.
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?
General competence: demonstrating abilities to identify, evaluate and manage information regarding
employment adapting it to personal use
1.
2.
3.
4.
5.
6.
To research appropriate tools for their purpose

To compare and contrast different sources of information
To make informed decisions regarding the available resources
To identify alternative tools and tips
To use of the different tools available
To understand the connection between the requirements and the available resources
Learning Outcomes
Evaluate, select, and use a wide range of tools such as: CV and resume templates.

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
Content:
1.
2.
3.
4.
CV templates
Cover letter
Interview tips
Application letter tips
Assessment:
Written tasks
Oral presentations
Resources:
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.

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
MODULE 5 TEAM BUILDING

Pre-requisites
Module description
The module will help students understand the importance of working closely together and
collaborate at school and at their future workplace.
Module sections:
1.
2.
3.
4.
5.
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.
General competence: cooperating towards a common goal in groups

1.
2.
3.
4.
5.
6.
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.

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
Content:
1.
2.
3.
4.
What is a team?
Team motivation
Team efficiency
Team building basics
Assessment:
Written tasks
Oral presentations
Resources:

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
MODULE 6 COMMUNICATION
Pre-requisites
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.
1.
2.
3.
4.
5.
6.
To evaluate the communication context

To create awareness of the existence of different types of communication
To understand what effective communication means
To compare and contrast cultural differences in communication
To identify the right means of communication according to the target audience
To select the desired action to convey meaning
Learning Outcomes
Communicate according to purpose, audience and context.
Broaden understandings about the complexity of the cross-cultural differences.

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
Content:
1. Effective communication
2. Verbal, non-verbal communication
3. Cultural differences
Assessment:
Written tasks
Oral presentations
Resources:

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
MODULE 7 PRESENTATIONS
Pre-requisites
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
1.
2.
3.
4.
5.
6.
To know the different formats and purpose of the presentations

To understand the structure of a concise presentation
To analyze the audience
To create good quality presentations
To deliver presentations clearly, appropriately and persuasively
To understand the importance of body language in oral presentations
Learning Outcomes
Manage strategies to promote themselves and their ideas.

Romania, 2002007
+40251.525.867

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
Assessment:
Written tasks
Oral presentations
Resources:

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
MODULE 8 PROBLEM SOLVING AND DECISION MAKING

Pre-requisites
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
1.
2.
3.
4.
5.
6.
to define the problem

to compare and contrast the problem with similar ones using past experience
to identify a range of options and alternative solutions when making decisions
to analyze the solutions, to discriminate among options and to select the best alternative
to identify the advantages and disadvantages of individual and group decisions
to make informed decisions and to take responsibility

Romania, 2002007
+40251.525.867

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
Assessment:
Written tasks
Oral presentations
Resources:

Romania, 2002007
+40251.525.867

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 and indicators

There are 8 major assessment standards. The first 4 assess career understanding and knowledge, the
other 4 are oriented towards skills development and improvement.
The students must master each the standard, but not necessarily all its components.
The overall 50% performance of each standard at an acceptable level proves that the students meet the
requirements.
Assessment standards
Standard
Indicators
Scale 1-5
1
1.What employers want

Students understand labor market
requirements
2. Assess yourself
Students realistically evaluate their
own skills
1.1. Understand job advertisement

structure
1.2. Identify employers requirements
1.3. Synthetize relevant information
to
meet
the
employers
requirements
1.4. Present the information logically
2.1. Understand the importance of
transferable skills
2.2. Recognize the set of skills
possessed
2.3. Select from the skills possessed
the ones matching the desired
career
2.4. Create personal employee profile

Romania, 2002007
+40251.525.867

3. Career plan reasoning

Students reason, construct, and
evaluate arguments and develop
logical frameworks
4. Tips and tools

Students apply and use tools and tips
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
5. Team building knowledge and

skills
Students prove team building
understanding and commitment
5.1. Understand motivation for team

building
5.2. Identify and use different roles in
the team
5.3. Demonstrates team building
skills and commitment
6. Communication knowledge and

skills
Students communicate
orally and in writing to peers and
others
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.
Presentation knowledge and

skills
Students create and use varied
presentations
8. Problem solving knowledge and

skills
Students know, understand, and
apply problem solving strategies
8.1 Adapt and use a variety of

strategies to solve problems
8.2. Apply the information acquired
into new contexts
8.3. Reflect on the process of problem
solving.
8.4. Apply problem solving skills in
new contexts

Romania, 2002007
+40251.525.867

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,

Romania, 2002007
+40251.525.867

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.
Techniques/Strategies/ Teaching activities

The main techniques used along the course implementation is the scaffolded instruction. The scaffolding
techniques is used to support students in the attempt of building upon already acquired knowledge (hard skills)
by breaking the content into more manageable parts.
Students take active roles, being encouraged to use questioning, to provide feedback and support their
peers. Moreover they share the responsibility of learning beyond their current skill and knowledge levels, gaining
ownership of the learning process.

Romania, 2002007
+40251.525.867

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

Romania, 2002007
+40251.525.867

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.

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
VALUES AND ATTITUDES

-
selection and creativity in using resources regarding the labor market;
motivation and responsibility in choosing career;
initiative in charting their career path;
responsibility in meeting deadlines;
adaptability and flexibility;
initiative regarding professional development;
desire for personal and professional success;
work satisfaction and a sense of achievement;
ethical behavior;
sensible decision making, pragmatic choices regarding career development;
intercultural tolerance;
positive thinking and interest in lifelong learning;
positive self-image;
strong relationships building by networking;
alternative solutions finding;
commitment and engagement;
challenge or risk taking;
criticism acceptance;
interpersonal contact and collaboration;
self-motivation and independence in carrying out work.

Romania, 2002007
+40251.525.867

2014-1-RO01-KA201-002736_1
BIBLIOGRAPHY
Boud, D. (1995). Enhancing learning through self- assessment. Routledge
Earl, L. M. (2003). Assessment as learning: using classroom assessment to maximize student learning.
Corwin Press
Errington, E.P.(2010) Preparing Graduates for the Professions Using Scenario-based Learning, Post pressed
Fredericks, A., Meinbach, A., & Rothlein, L. (1993). Thematic units: An integrated approach to teaching
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)
The Importance of Soft Skills: Education beyond academic knowledge.
Journal of
Language and Communication.pp. 146-154
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
Update, 37 (1), 1-8.
http://www.softskills.com.au/about.html
http://www.aeseducation.com/knowledge-center/soft-skills-curriculum/

Optional Course Syllabus - Hard Soft Skilling-Charting Your Career Path

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Optional Course Syllabus - Hard Soft Skilling-Charting Your Career Path

Загружено:

Авторское право:

Доступные форматы

Liceul Charles Laugier

Str. Brestei, nr 129, Craiova, Dolj

KA 2 - Strategic Partnership for Innovation and the

Liceul Charles Laugier

KA 2 - Strategic Partnership for Innovation and the

HARD-SOFT SKILLING-CHARTING YOUR

Authors: Olivia Nicolae and Lucian Aurel Gheorghe

Liceul Charles Laugier

KA 2 - Strategic Partnership for Innovation and the

Liceul Charles Laugier

KA 2 - Strategic Partnership for Innovation and the

Liceul Charles Laugier

KA 2 - Strategic Partnership for Innovation and the

Identifying the learning outcomes/objectives

Liceul Charles Laugier

KA 2 - Strategic Partnership for Innovation and the

Outcome 11: Manage strategies to promote themselves and their ideas.

SELECTION OF CONTENT AND SKILLS/TOPICS

Liceul Charles Laugier

KA 2 - Strategic Partnership for Innovation and the

1. To decompose a job advertisement into

Personal skill assessment

Liceul Charles Laugier

KA 2 - Strategic Partnership for Innovation and the

Career plan model

Useful tips for your career

Liceul Charles Laugier

KA 2 - Strategic Partnership for Innovation and the

1. To know the different formats and

Liceul Charles Laugier

KA 2 - Strategic Partnership for Innovation and the

Problem Solving and Decision Making

Liceul Charles Laugier

KA 2 - Strategic Partnership for Innovation and the

Introduction: What parts can

Module 3 Plan your

Module 4: Useful tips

The module will guide students

Plan your career path-this

Introduction: What are the

associate further qualifications

Liceul Charles Laugier

KA 2 - Strategic Partnership for Innovation and the

Module 5 Team building

information regarding vital

Team Building Skills -module to

Communication Skills (verbal,

Liceul Charles Laugier

KA 2 - Strategic Partnership for Innovation and the

selling, training and generally

4. Tips for good

Introduction: Different formats

8. Problem Solving and Decision

Liceul Charles Laugier

KA 2 - Strategic Partnership for Innovation and the

MODULE 1 WHAT EMPLOYERS WANT?

To decompose a job advertisement into its main parts

Overview and Introduction to job advertisements

Liceul Charles Laugier

KA 2 - Strategic Partnership for Innovation and the

Liceul Charles Laugier

KA 2 - Strategic Partnership for Innovation and the

MODULE 2 PERSONAL SKILL ASSESSMENT