Individual & Social Responsibility


ISR syllabus content for ...
                                                             


 

 


 

October 2016 and beyond ...

Unit: "Individual and Social Responsibility" (ISR)
(Key Skills – Introductory Programme)

      Guided Learning hours: 45
      Unit level (MQF): 1
      Credits: 3

Unit Rationale

This Key Skill presents a number of opportunities for learners to properly discover and work upon their individual self and their social environment, in preparation of a conjunct entrepreneurial approach towards a properly planned career path. 

The focus is mainly on the development and strengthening of reflective skills, with the aim to further understand one’s identity, promoting growth in self-improvement and self-confidence. 

A major focus upon one’s individual reality will provide ample space for targeting one’s emotional and behavioural traits, envisaging recognition of one’s nature and a struggle towards an increased adaptability within wider society. 

Delving through group oriented tasks; learners will have the opportunity to reflect about their communication efficiency and their ability to deal effectively in situations where disagreements and conflicts may be present. Conveniently, such chances will serve to provide learners with the time to reflect upon their decisions and their subjective impact upon themselves and the ones around them.

This Key Skill adheres to the concept of Social Emotional Learning, promoting the following:

1. Self-awareness focuses on the development of a well-grounded sense of self-confidence. It facilitates the recognition of one’s emotions, needs and motivations, whilst allowing the opportunity to reflect upon one’s strengths and weaknesses.

2. Self-management advocates getting a good grasp of one’s own self-control, which gradually paves the way towards the ability to manage and regulate one’s emotions and behaviour, enabling proper expression of one’s needs in an assertive way. Goals may be effectively aligned to one’s strengths, thus boosting resilience when confronted with challenges. 

3. Social awareness promotes the practice of being empathic towards other individuals. This enables the recognition of their feelings, needs and concerns, thus the strengthening of understanding diverse perspectives and situations. Additionally relationship skills offer the chance to initiate and maintain interpersonal relationships, which in turn allow societies and communities to grow cohesively. 

4. Effective communication and cooperation equip individuals with a sense of care and respect towards the ones around them, which in turn allows people to live and work together in an effective way. 

5. Decision-making and problem-solving skills are the most basic tools deployed to analyse and tackle, or if possible predict and avoid conflicts. Sequentially, this increases the prevalence of people living together harmoniously. 

Successfully delving in these 5 main themes throughout the 3 Levels of this Key Skill will assisting the learners in recognizing the importance of general reflection in everyday life, augmenting the awareness towards one’s own personality and behaviour, moulded by the social environment, placing an effect upon one’s decisions and ultimately effecting one’s own individual and social being.

The content of this unit collectively encourages learners to recognize their own individual reality in comparison to their surrounding social reality – where the
build-up of a professional career is fundamental for the benefits of each stakeholder. Through the refining of personal and thinking skills and the exploration of their ultimate career path, learners will be directly focusing upon the basic entrepreneurial competencies for the development of their own success.

Unit description

In this Level 1 Key Skill, learners will become familiar and understand different aspects of their personal self as well as become familiar and grasp different life skills that would enable them to become better individuals and social beings.

Whilst keeping in mind their rights as citizens, learners will have the possibility to become progressively aware of their surroundings and understand their civic duties within today’s society. Learners will also have the possibility to understand how one can be entrepreneurial in different aspects of one’s life and how this may enable one to achieve personal goals and move forward.

Within this Key Skill learners will tackle 5 domains revolving around 'Self-Awareness, Boundaries and Personal Space, Respect and its links to Trust, Intra-personal Communication and simple Decision-Making'. 

Through the 5 domains, learners will have the space to learn more about themselves, such as recognize their personal Values and Capabilities. This will enable them to understand how Self-Knowledge can lead them to become entrepreneurial in their everyday life, since being more aware of oneself can enable one to set and achieve objectives and goals in everyday life. 

This Key Skill will also assist learners to improve their Self-Management and understand the importance of knowing and following the various rules and regulations that govern different aspects of our daily life. This will enable the learners to understand the importance of respecting boundaries and personal space, and additionally empower them to build respect within different circles and people in their lives which would in turn enable them to build trust.

Having acquired all the above skills and knowledge, learners will have the ability to understand that in life one is surrounded by choices, which constantly accompany us on a daily basis. Therefore learners will also become increasingly aware how choices and decisions can place an impact upon themselves and the ones around them in different ways, both positively and unfortunately also negatively.

Learning Outcomes 

On completion of this unit the student will be able to:

1.  Identify own ‘Self’ through the reflection on personal identity, values and capabilities.

2.  Understand the need for personal space and boundaries in various contexts

3.  Understand the relationship between respect and trust

4.  Recognize the effects of positive and negative self-talk upon the self and others

5.  Reflect upon the way decisions can impact a person’s life, both positively and negatively

Unit Content

LO-1. Identify own ‘self’ through the reflection on personal identity, values and capabilities.

·      Getting to know each other
     ·      My role-models
     ·      My career goals
     ·      Myself
     ·      Expressing myself through creativity

LO-2. Understand the need for personal space and boundaries in various contexts

             ·    Society’s norms & my values
           ·     Managing life
           ·     Controlling my urges
           ·     Respecting personal space
           ·     Establishing boundaries
           ·     Exploring diversity 

LO 3. Understand the relationship between respect and trust

·      Establishing trust
·      Developing complex relationships
·      My friends and more

LO 4. Recognize the effects of positive and negative self-talk upon the self and others

·      Communicating with others
    ·      The importance of listening & observing
    ·      Getting in touch with oneself
    ·      Successful teamwork

   LO 5. Reflect upon the way decisions can impact a person’s life, both positively
               and negatively   

                        ·      Managing my conflicts through negotiation
                    ·      My decisions and their consequences
                    ·      Engaging in critical thinking
                    ·      Researching, planning & organizing my work
                    ·      Acquiring & managing my resources

Mode of Delivery

The purpose of this key skill is to encourage the learners to explore their individual and social self, whilst being empowered to think outside the box and become increasingly creative and entrepreneurial.

The expected outcomes of this unit entail that the content is delivered through a significant hands-on approach, rather than a concentration of theoretical content.

Through contact during lecture time, learners are to experience a series of activities as a means to familiarise with each other and ultimately stimulate their creativity and teamwork capabilities. Sufficient time also has to be dedicated to the processing and evaluation of each and every activity held during the contact hours. This entails that any visual, audio or practical activity presented has to be followed up by a proper verbal contribution, envisaging increased awareness and self-improvement through a team effort, constantly guided by the present facilitator.

To further consolidate the above, apart from the usual one-hour weekly lectures, the learners will also be offered an additional number of contact hours. This mode of alternate contact time shall be presented to the learners under the form of seminars, visits, placements and more.

 

Classroom

Seminars etc



Guided Hours

30

15


Guidance for Assessment

For the purpose of this unit, each Learning Outcome will carry 20 marks. These will be reflected in the students’ on-going performance in class, the presentation of their file and their final presentation at the end of the academic year. All these will be assessed through formative assessment against a rubric. 

Assessment Criteria

Learning Outcome

Assessment Criteria

1.   Identify own ‘Self’ through the reflection on personal identity, values and capabilities.

K1. Reproduce a creative representation of one’s self-image

C1. Indicate how personal weaknesses may impact personal strengths

A1. Construct a creative representation of one’s ‘self’ through the compilation of a portfolio

2.     Understand the need for personal space and boundaries in various contexts

K2.  Identify the existence of personal space

C2.  Interpret  the relation between personal
   space and boundaries

A2. Develop the proper use of personal
 space in order to construct and respect
 boundaries

3.     Understand the relationship between respect and trust

K3.  Name actions which demonstrate signs
  of ‘respect’

K4.  Name examples of relations which
  require ‘trust’

C3.  Recognize  the benefits of respectful
  actions

C4.  Identify typical examples of
   relationships bearing a relevant degree
   of trust

A3. Show a sense of awareness towards of
 own genuine feelings towards other
 individuals and vice versa

4.     Recognize the effects of positive and negative self-talk upon the self and others

K5.  Recognise the relation between
  intrapersonal communication skills and
  self esteem

K6.  Relate the use of adequate observation
  and listening skills to effective
  communication

C5.  Recognise negative and positive self-
  talk

5.   Reflect upon the way decisions can impact a person’s life, both positively and negatively

K7. Recall situations involving simple
decision-making

C7. Explain the impact of a set decision upon
the status of a relationship

A4. Relate an existing or an emerging
problem with other potential
complications

 
Assessment Components

·         On-going class tasks marked against a rubric (50 marks)
·         Presentation of Subject file including notes and personal reflections
      marked 
against a rubric (30 marks)
·        Final presentation based on learning outcome/s or any other initiatives
     organised 
by lecturer marked against a rubric (e.g. Visits, placements,
     seminars, 
voluntary) (20 marks)

In order to be successful on this unit, the students are expected to pass all the three assessment components.

Pedagogy

When devising schemes of work, lecturers should take into account the experiences and interests of learners related to their vocational, social and cultural environments and requirements.

The main aim is to help learners develop their individual and social responsibility through their everyday experiences. In order to achieve this, the planning, expression and interpretation of everyday experiences in various contexts is necessary.  Activities may take place under the form of discussions, case studies, role plays, short audio-visuals or digital resources, taking into consideration:

·         multiple means of representation [1]
·         multiple means of action and expression
·         multiple means of engagement

It is highly important to create a safe and comfortable atmosphere for learning.  Learners’ anxieties about sharing of personal experiences should be taken into consideration and addressed accordingly. Confidentiality should be respected by lecturers and students alike throughout the course. The only exception to this is a disclosure or serious suspect of self-harm or harm to others.

Activities during the introductory phase should provide learners with the opportunity to get to know each other and to construct positive relationships and eventually a healthy classroom community.

Suggested Resources

 ·         Projector
 ·         Whiteboard
 ·         Power Point
 ·         Videos
 ·         Hand-outs

Resources

 ·         Class notes

 [1] Principles of Universal Design for Learning (TES http://www.casr.org/teachingeverystudent/)

Up to June 2016 and before ... 

Level 1 - Personal Development course

Overall Teaching Aims
1. To develop a proper communication technique with a sense of care and 
    respect for others.
2. Learning to co-operate in planning and working with other individuals.
3. Develop a systematic problem solving approach to tackling everyday problems.
4. Develop a set of self-management skills to foster a sense of personal responsibility
    towards their own actions.
5. Understand the interdependence of the world in which they live and work.

Teaching Methods
1. Direct Observation.
2. Group Discussions.
3. Personal Experiences.
4. Prepared Materials.

Assessment Methodology
1. Attendance.
2. Group Participation.
3. Practical Assessment.

Teacher's Area - Scheme of Work
KS_L1_PD_REV B.pdf KS_L1_PD_REV B.pdf
Size : 365.41 Kb
Type : pdf
 

Unit 1 - Introduction
Topic - Introduction with the class
 
   - Introduce yourself to the students.
   - Help the students introduce themselves and break the ice in the class.
   - Students will disclose particular information to the class including hobbies, likes and
     dislikes and other relevant information.
   - Setting up class rules and un/acceptable behaviour. 
 

Worksheet - Getting to Know Each Other.pdf Worksheet - Getting to Know Each Other.pdf
Size : 191.202 Kb
Type : pdf
Mappa Tieghi Nniffsi.pdf Mappa Tieghi Nniffsi.pdf
Size : 375.743 Kb
Type : pdf
Learning Mentor.pdf Learning Mentor.pdf
Size : 244.388 Kb
Type : pdf
Find Someone Who.pdf Find Someone Who.pdf
Size : 128.277 Kb
Type : pdf
Avril Lavigne - Complicated.pdf Avril Lavigne - Complicated.pdf
Size : 73.448 Kb
Type : pdf
Being Real.pdf Being Real.pdf
Size : 136.58 Kb
Type : pdf

Unit 2 - Communication
Topic - What is Communication
 
   - Identify who is a Sender & Receiver are.
   - Find the most popular medium for communicating today.
   - Understanding the difference between interpersonal and intrapersonal
      communication.

Teacher Notes 

Communication skills - Lesson plan.pdf Communication skills - Lesson plan.pdf
Size : 1272.443 Kb
Type : pdf

Student Handouts

Communication - defined.pdf Communication - defined.pdf
Size : 756.573 Kb
Type : pdf
Business Communication cases.pdf Business Communication cases.pdf
Size : 231.266 Kb
Type : pdf
Sample - Work Term Report.pdf Sample - Work Term Report.pdf
Size : 161.262 Kb
Type : pdf
Uses of Non-Verbal Communication.pdf Uses of Non-Verbal Communication.pdf
Size : 179.553 Kb
Type : pdf
Cash Register worksheet.pdf Cash Register worksheet.pdf
Size : 272.104 Kb
Type : pdf
Incident At Work - Report Template.pdf Incident At Work - Report Template.pdf
Size : 54.28 Kb
Type : pdf
Defining Work Situations.pdf Defining Work Situations.pdf
Size : 104.101 Kb
Type : pdf

Unit 2 - Communication
Topic - Work-Related Communication
 
   - Different types of work-related communication styles and methods 
      (top-down/bottom-up/grapevine etc).
   - Understand the appropriate work to communicate at work.
   - Difference when communicating with customers, co-workers and superiors.

Unit 2 - Communication
Topic - Non-Verbal Communication
 
   - Understand what is non-verbal communication and the difference between what we 
     say and what we show.
   - Realise the different ways we use non-verbal communication in our everyday life.

Unit 3 - Working With Others
Topic - Working In A Group
 
   - Understand the difference between working alone and working in a team.
   - Make a list of factors which hinder effective group work and another list of factors
     that help working in a group.

Unit 3 - Working With Others
Topic - Team Work and Cooperation at Work
 
- Advantages and disadvantages of team work.
   - Team building exercise (eg. Stranded Island or Bridge building exercise).

Unit 3 - Working With Others
Topic - Understanding Conflict
 
- Understand conflict.
   - Realise what can cause conflicts in our everyday life.
   - Learn how to deal with conflict - Conflict management skills.
   - Understand win-win situations.

Unit 3 - Working With Others
Topic - Conflict at Work
 
- What causes conflict at work/school?
   - Learn the nature of relationships at work.
   - Learn how to take advice/instructions/criticism from superiors.
   - 'Passive, Passive-Aggressive, Assertive, Aggressive' communication styles.
   - What is the most appropriate way to resolve conflict at work?
 

Unit 3 - Working With Others
Topic - Harassment at Work
 
- Learn what is harassment?
   - Identify the different types of harassment.
   - Understand how to behalve in case of harassment.
   - Observe and act on sign of harassment and abuse.
  

Unit 4 - Problem Solving
Topic - Basic Probelm Solving Techniques
 
- Identify what is a problem and how these can affect our everyday life.
   - Recognise the existence, nature and scope of a concrete problem.
   - Understanding basic problem solving techniques.
   - Learn how to react to a set of problems via role play.

Unit 4 - Problem Solving
Topic - Following a simple set of Instructions
 
- Learning to respond to simple oral and written instructions (eg. Setting up an object).
   - Reading a Simple Employee/Student Handbook.

Unit 4 - Problem Solving
Topic - Basic Decision Making Techniques
 
- Identify basic decision making techniques.
   - Learn to identify the consequences of an own decisions.
   - Proactical approach to decision making.
   - Analysing the situation and trying to identify creative ways of
     decision making techniques.

Unit 4 - Problem Solving
Topic - Making a Complaint
 
- What are our duties and rights as employees and customers.
   - Learn when to make a complaint.
   - Understand how to forward a complaint adequately.
   - Learn how to follow up a complaint.
   - Accepting the result of a complaint follow-up.
 

Unit 4 - Problem Solving
Topic - Time Management Techniques
 
- Understand basic time-management techniques.
   - Learn how to prioritise tasks.
   - Understanding and avoiding procrastination at work/school.
   - Use time-management skills in a practical everyday environment (eg. role-play).

Unit 5 - Self Management Techniques
Topic - Health and Safety
 
- Understand the term Health & Safety.
   - Identify the concepts of Health and Safety at work.
   - Identify basic personal safety at work and safety for others.
   - Understand potential risks at work.

Unit 5 - Self Management Techniques
Topic - Basic First Aid Techniques
   - Understand what is First Aid.
   - Learn how to avoid injuries at work or at home.
   - Learn how to make an emergency call if needed.
   - Understand the limitations of First Aid and where professionals should take over.

Unit 5 - Self Management Techniques
Topic - Ground Rules at Work/School
   - Identify important Ground Rules at Work/School.
   - Design a set of ground rules which would be ideal for a workplace.
   - Learn appropriate ways of reporting negative behaviour.
   - Rights and Responsibilities at Work.

Unit 5 - Self Management Techniques
Topic - Bullying and Teasing
   - Learn how to cope with bullies at school and work.
   - Understand why people turn to bullying others.
   - Protect oneself and others from bullying.
   - Share personal experience in order to learn how to deal with bullies.

Unit 5 - Self Management Techniques
Topic - Personal Limits of Intimacy
   - Understand the concepts of Personal Intimacy.
   - The Personal Bubble concept.
   - When is it appropriate to get intimate with a person and when one shouldn't.
   - What intimacy level is appropriate with friends, family and work colleagues. 

Unit 5 - Self Management Techniques
Topic - Dependency and Tolerance
   - Understand the concept of Dependency and Tolerance about a substance.
   - Learn about what makes people become dependent on a substance.
   - Understanding one's own limits.
   - Learn how and when to seek help for dependency and tolerance.

Unit 5 - Self Management Techniques
Topic - Addiction
   - What is Addiction?
   - What are the biological/psychological consequences of Addiction?
   - Learn where to find and/or give help to people suffering from addiction.
   - Recognising signs and symptoms of addiction.

Unit 5 - Self Management Techniques
Topic - Smoking
   - What is in a cigarette?
   - Why do people smoke?
   - Learn to respect smoking rules.
   - Understand the negative implications of smoking.
   - Try to find effective ways of quitting smoking.
 

Unit 5 - Self Management Techniques
Topic - Alcohol
   - Why do people drink?
   - What are the effects of alcohol?
   - Seeking help for alcohol abuse.
   - Understand and respect alcohol regulation.
   - Learn one's own limits.
   - Plan and manage personal use of alcohol.

Unit 5 - Self Management Techniques
Topic - Drugs and Substance Misuse (a)
   - Understand the factors that lead people to drugs.
   - Learn how to identify when someone makes use of drugs and similar substances.
   - Learn about the various drugs and distinguish between heavy/soft drugs and
     their effects on the user.

Unit 5 - Self Management Techniques
Topic - Drugs and Substance Misuse (b)
   - Learn about the drug-prevention agencies in Malta and how they can be contcted.
   - Identify the main rehabilitation programmes in Malta and what they consist of.
   - Understand the implications of drugs on oneself and the people in the such a circle.
   - Seeking help for someone who makes use of drugs.
   - Understand that drugs are never an answer to a problem but an even bigger problem.
 

Unit 6 - Civic Skills
Topic - Violence and Violent Behaviour
   - Understand that violence is never an answer but often causes even more problems.
   - Refuse to resort to violence at work/school.
   - Identify factors that cause ciolent behaviours in people.
   - Learn to be more assertive as opposed to being aggresive.
   - Understand how to control violent urges to channel them through appropriate means.
 

Unit 6 - Civic Skills
Topic - The Working Environment
   - Understand the structure of a company and which communication is appropriate
     and which is not.
   - Respect other workers, superiors and the company itself.
   - Learn how to care and respect the environment at work.
   - Understand the benefits for oneself and others of having a safe and 
     clean working environment.

Unit 6 - Civic Skills
Topic - Worker's Rights and Responsibilities
   - Understand some of the rights that are owned to workers (eg. leave, maternity, etc).
   - Know what responsibilities are assigned to any given work
     (eg. arrive on time, work hard and respect others).
   - Understand the concept of trade unions.
   - Make an informed decision on whether or not to join a trade union.

Unit 6 - Civic Skills
Topic - Animal Rights
   - Understand that animal have rights too.
   - Learn how to care properly for an animal.
   - Understand that animal cruelty is punishable by law.
   - Identify the main animal protection agencies in Malta and how they work.

Assessment
Assignment Presentation
   - Students will be asked to make a 15 minute presentation about their
     10-hour volountary work experience to the rest of the group on which they
     will be assessed.

 

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