Individual & Social Responsibility


ISR syllabus content for ... 

 

October 2016 and beyond ...

Individual & Social Responsibility

Level 2

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

Guided Learning hours: 45
Unit level (MQF): 2
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 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 assist 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 2 key skill, learners will enforce and build on the skills and knowledge achieved at the previous Level through Individual and Social Responsibility. Learners will continue to further understand and explore different aspects of their personal self as well as grasp and strengthen already achieved life skills that would enable them to become better individuals and social beings. 

Whilst being able to recall their rights as citizens, learners will once again have the possibility to become progressively aware of their surroundings and understand their civic duties within today’s society. Learners will reinforce their understanding of 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-Improvement and Personal Growth, Civic Duties and Rights, Diversity and Minority groups, informal and formal communication and effective decision making. 

Through the 5 domains, learners will have time to delve more into their personality and pinpoint their major strengths and weaknesses. Through the identification of the origin of their weaknesses, learners will have the opportunity to work upon their own personal growth and self-improvement.

This key skill will also assist learners to improve their self-management, and understand the importance of knowing their rights and performing their obligations. This will be strengthened further through the practice of prioritizing skills.

Learners will be exploring diversity among people and cultures through the exploration of different and coexisting realities whilst focusing on their needs and limitations.

The learners will also go in depth in tackling interpersonal communication whilst exploring its link with healthy relationships and vice versa. Attention will also be given to emphasize the differentiation between formal and informal ways of communication.

Finally through active practice and reflection, learners will also understand that effective decision making skills are essential if one wishes to avoid unnecessary consequences. 

Learning Outcomes

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

1.    Recognize own strengths and weaknesses, pin-pointing areas for self-
     improvement and personal growth.

2.    Recognize own rights  and obligations within different contexts in society.

3.    Practice social awareness and acceptance of diversity and minority groups.

4.    Communicate effectively in formal and informal situations.

5.    Reflect upon the process necessary for effective decision making

Unit Content

LO 1. Recognize own strengths and weaknesses, pin-pointing areas for self-improvement and personal growth.

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

LO 2. Recognize own rights and obligations within different contexts in society. 

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

LO 3. Practice social awareness and acceptance of diversity and minority groups.

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

LO 4. Communicate effectively in formal and informal situations.

·      Communicating with others

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

LO 5. Reflect upon the process necessary for effective decision making. 

·      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 familiarize 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.  Recognize own strengths
    and weaknesses, pinpointing
    areas for self-improvement
    and personal growth.

K1. Identify prominent personal value

K2. List a number of personal strengths and
weaknesses and trail their origin.

C1.  Discuss how personal weaknesses may
 impact personal strengths

A1. Use creative means and ways to boost
one’s strengths and address and work upon
one’s areas for improvement.

2.  Recognize own rights and
    obligations within different
    contexts in society.

K3. Identify the impact of self-management
  upon one’s own self and the general public

C2. Explain the importance of rules and
 regulations in general society, especially at
 the place of work

A2. Demonstrate compliance towards rules and
  regulations

A3. Develop adequate prioritizing skills

3.     Practice social awareness
     and acceptance of diversity
     and minority groups.

K4. Describe proper ways of embracing
  ‘diversity’

C3. Discuss the emergence of coexisting
  diverse realities

A4. Develop a sense of awareness towards
  individual realities, needs and limitations,
  in order to achieve peaceful coexistence


4.  Communicate effectively in
formal and informal

    situations

K5. Identify the impact of effective
  interpersonal communication skills upon
  the relationships with other individuals

C4. Explain the use of communication skills within different types of relationships ranging from personal to professional career based relations

A5. Develop proper ways of behaviour and
  verbal input within formal and informal
  situations

 5.  Reflect upon the process
     necessary for effective
     decision making

K6. Find links between a decision and possible
 consequences

C5. Distinguish among diverse problematic
situations

A6. Illustrate the execution of a responsible
decision

A7. Plan effectively in preparation of varying
situations which require responsible
decision makin


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 work etc.) (20 marks)

In order to be successful on this unit, the students are expected to Pass all the three (3) assessment components.

Class Performance

 

1


        *0 – Not exhibited/lack of evidence,  1 – inconsistent/mild/emerging
         2 – evident/achieved/improved

A

 

Able to identify own prominent personal values

Identifies at least one personal strength and is able to trace its origin

Identifies a minimum of one personal weakness and is able to trace its origin

Able to discuss how own personal strength may be affected by own personal weakness

Able to creatively plan how to boost one’s strengths and work upon one’s weaknesses

Self-awareness

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0

1

2

0

1

2

0

1

2

0

1

2

0

1

2


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

B

 

Identifies the impact of self-management upon one’s own self

Identifies the impact of self-management upon other people

Is able to explain the importance of rules in general society

Is able to recall a number of class rules and complies accordingly

Identifies the importance of prioritising skills and attempts to utilise such skills

Self-management

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0

1

2

0

1

2

0

1

2

0

1

2

0

1

2


















C

 

Able to give examples of diversity

Identifies proper ways of embracing diversity

Able to discuss the emergence of coexisting diverse realities

Identifies the impact of diversity within individuals upon general society

Recognises individual realities and is aware that people have different needs and limitations

Social-awareness & relationship skills

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0

1

2

0

1

2

0

1

2

0

1

2

0

1

2


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

D

 

Able to give examples of effective and ineffective interpersonal communication

Identifies the impact of interpersonal communication skills upon general relations

Able to differentiate use of communication skills according to varying contexts

Identifies difference in use of communication skills between personal and professional relations

Identifies at least one effect of negative self-talk upon self & others

Communication & Teamwork

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0

1

2

0

1

2

0

1

2

0

1

2

0

1

2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

E

 

Is able to explain what constitutes a problem

Identifies links between a decision and possible consequences

Is able to distinguish amongst diverse problematic situations

Able to illustrate the execution of responsible decision-making

Recalls upcoming situations which require responsible decision-making and plans accordingly

Decision-making & problem-solving

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0

1

2

0

1

2

0

1

2

0

1

2

0

1

2


















Subject File

 

2

* Mark one box per section accordingly



A

 

Never brings file

Rarely brings file to class

Average commitment towards bringing file

Often brings file to class

Always brings file

Brings file during lectures

 

 

 

 

 

 

 

 

 

 

 

 

 

0

1

2

3

4

5

6

7

8

9

10














B

 

Never organised a file

File contains only a few handouts

File contains most handouts

File contains all handouts in order

File reaches expected standards

Keeps file updated

 

 

 

 

 

 

 

 

 

 

 

 

 

0

1

2

3

4

5

6

7

8

9

10














C

 

Never gave any input in file

File contains a few filled in answers

Most answers were attempted

All tasks were attempted

Reflects dedication and ownership

Attempts to complete handouts

 

 

 

 

 

 

 

 

 

 

 

 

 

0

1

2

3

4

5

6

7

8

9

10

 

Final Presentation

 

3

* Mark one box per section accordingly



A

 

Did not attempt presentation

Poor discussion flow & presentation time management

Average discussion flow & presentation time management

Appropriate discussion flow & presentation time management

Presentation skills reach expected standards

Public

speaking

 

 

 

 

 

 

 

 

 

 

 

 

 

0

1

2

3

4

5

6

7

8

9

10













B

 

Did not attempt presentation

Overall content shows lack of preparation

Overall content shows average preparation

Overall content shows serious commitment

Presentation content reaches expected standards

Content preparation

 

 

 

 

 

 

 

 

 

 

 

 

 

0

1

2

3

4

5

6

7

8

9

10













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/)

Scheme of Work

LEVEL 2

ISR lvl2 SOW 2016-2017.pdf ISR lvl2 SOW 2016-2017.pdf
Size : 427.801 Kb
Type : pdf

Level 2

STUDENT HANDOUTS & WORKSHEETS

Level 2 - LO - 1 & 2.pdf Level 2 - LO - 1 & 2.pdf
Size : 680.646 Kb
Type : pdf
Level 2 - LO - 3.pdf Level 2 - LO - 3.pdf
Size : 961.59 Kb
Type : pdf
Level 2 - LO - 4 & 5.pdf Level 2 - LO - 4 & 5.pdf
Size : 1177.999 Kb
Type : pdf

Level 2

EMBEDDING at IME

Working In Engineering, English and ISR

STUDENT WORKSHEET

Level 2

FINAL PRESENTATION TITLES

o Each presentation should last around 10 minutes.

o Students may opt to join forces and work upon the same presentation in pairs (15mins) or in groups of
   three (20mins).

o Each slide shall comprise not less than one (1) sentence and not more than two (2) sentences.

o Each slide shall include one (1) or more pictures related to the content of each slide.

World Mental Health Day - 2016 

World Mental Health Day (October 10th) is the annual global celebration of mental health education, awareness and advocacy. Every year the spotlight is shone on a particular aspect of mental health, the theme for 2016 is Psychological First Aid.

July 2016 and before ...

Level 2 - Individual & Social Responsibility 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 students' own actions.
5. Understand the interdependence of the world in which we live and work.

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

Assessment Methodology
1. Attendance.
2. 15hrs Community Placement.
3. Power-Point presentation.

Teacher's Area - Scheme of Work
Level 2

KS_L2_PD_REVB.pdf KS_L2_PD_REVB.pdf
Size : 224.965 Kb
Type : pdf
PD Level 2 - Scheme of Work.pdf PD Level 2 - Scheme of Work.pdf
Size : 408.681 Kb
Type : pdf

 Community Placement                                    Voluntary Work Section

Level 2 - PD Project - Community Work Placement
             15 hous in a Non-Government Organization (NGO)

PD Level 2 - Voluntary Work Form.pdf PD Level 2 - Voluntary Work Form.pdf
Size : 55.825 Kb
Type : pdf
Sample presentation.pdf Sample presentation.pdf
Size : 6007.42 Kb
Type : pdf
Sample presentation (English).pdf Sample presentation (English).pdf
Size : 934.378 Kb
Type : pdf

HELPFUL LINKS

recruitment of volunteers !!!

Voluntary work opportunity - MCAST main library

From:  Robert Buttigieg (Personal Development - Coordinator)

Sent:   Tue 4/19/2016 6:17 PM
Cc:      Nadia Maria Vassallo; Laurence Zerafa


The staff at the library are currently creating a Table of Contents for a number of Maltese periodical publications. Mr Laurence Zerafa is seeking for volunteers in order to help out with this time consuming task. Prospective volunteers will be required to:

  • input data via a computer
  • have a reasonably good knowledge in English


It's important to point out that the work will be rechecked. 4-6 students would suffice for this task.  This initiative is being promoted as follows:

 

15 hours Voluntary work in the Main Library as part of Personal Development


If you are interested please get in touch with the Librarian by dropping by at his office – Main Library Paola or e-mailing laurence.zerafa@mcast.edu.mt

Laurence Zerafa - The Librarian.


Feel free to contact Mr Zerafa and/or myself if you wish to bring forward any volunteers.


Thanks & regards,

Robert

Volunteers required for sports event

From:  Joseph Farrugia
Sent:   Thu 2/18/2016 3:55 PM
Cc:      Stephen Cachia, Jason Muscat, John Bartolo

Dear all

 

Between the 27th of March and the 3rd of April the Malta School Sport Federation will once again be organising the World Schools Badminton Championships in Malta. There will be around 350 participants from allover the world aged between 14 and 18 years. MCAST has always helped out in such events thanks to a number of students and staff members willing to give up a couple of hours of their free time to help run such an event. If anyone is interested in being involved or would like more information please contact me by email: muscatadele@gmail.com
The event will be held during the Easter holidays.

 

Thank you

 

Adele Muscat
ISF Organising Committee  

Duke of Edinburgh's International Award

From:  Joseph Farrugia
Sent:   Thu 2/18/2016 7:24 AM
Cc:      Stephen Cachia, Edward Vella

Dear Students,

 

Please note that as from this year MCAST will start running the Duke of Edinburgh International Award in all institutes. This award is being run in collaboration with the Duke of Edinburgh International Award Malta and can be taken by all students aged 14 to 24 on voluntary basis. 

 

The award is split in three levels (Bronze, Silver and Gold) and one can opt to start at a different level according to the age and his/her ability and level of commitment. Accreditation of the award is based mainly on extra curriculum activities and include assessment on service, skills, physical recreation and a Journey (expedition). 

 

Students are urged to attempt this award in order to gain important life skills useful in everyday life; enhance commitment and take outdoor challenges. The award is not only a plus on the student's CV but it is also one of the world's leading youth achievement award  that will be presented personally by the current President of Malta.  

 

Further information about this award can be obtained from a meeting which is going to be held on:
2nd March 2016 at the New Student's House, top floor meeting room at 13:30hrs or from the award coordinator Mr. Edward Vella (Institute of Engineering 
and Transport (Building & Construction) on edward.vella@mcast.edu.mt.


Duke of Edinburgh International Award.pptx Duke of Edinburgh International Award.pptx
Size : 8297.694 Kb
Type : pptx

RIGHT TO SMILE (NGO)


My name is Gillian and I work for the Maltese NGO Right to Smile. We are an organisation that focuses on volunteering and community development projects in Malta and internationally.

I am contacting you regarding a volunteer opportunity that may interest your students. We are partnering with the Access Center in Qawra to offer a home-work club to students in that area. It will be held on Tuesdays between 4.30-5.30. We are in the process of meeting with volunteers interested in helping students (grade 5,6 form 1) with their home-work.

We will be holding an induction meeting on Friday the 15th at 6.00pm in Hamrun. If you have students interested in this opportunity of supporting children in this way, they may contact me on the number below or via email for further information. This may also be part of their study units or projects. We accept students aged 16-18 with parental/guardian consent. Attached is the poster for circulation should you wish to do so.
 
We will have more volunteer opportunities as we go along so they may follow us on our Facebook page below. Volunteering can be beneficial in so many ways; it helps students meet new and different people, they can practice and share different skills, recognise value in themselves through service to others, and also gives extra support when looking for jobs etc. It will also help them to get in touch further with the realities of different people in Malta.

They can follow us on Facebook and become part of the discussion group:

https://www.facebook.com/groups/227757203973570/?fref=ts
 
Since we also offer volunteer opportunities abroad, we are also interested in offering placements to youths on our projects there too.  This is something we hope to develop over time in collaboration with entities such as yours.

I hope I have given you a little introduction into the NGO and what it does. Feel free to share this with others, especially the students.

Warmly,

Gillian

Gillian Balani
Social Worker
"Right2smile"

+356 99236613
india@right2smile.org
www.right2smile.org

Facebook page: Right 2 Smile 

Give It A Shot
Try Volunteering
Two Hours (2hrs)
Once A Week
With Children ages 6-10
NO EXPERIENCE NEEDED.

It-Tokk (Progett ghat-Tfal)
+356 9927 1098
+356 9938 1988
grupptieletdinja@gmail.com

IT’S TIME TO MAKE A DIFFERENCE

Noffri is a new project aimed at increasing voluntary work through the collection of voluntary hours from the general public. Endorsed by HE the President of Malta, and managed by the Malta Community Chest Fund, this project will assist a number of voluntary organisations and aims to improve the quality of life of those in need.

 

Have you been thinking of starting some voluntary work but do not have time to do so regularly due to other commitments? You can still join Noffri, for a one time donation, for an hour every week or more every month. It is entirely up to you how many hours you commit, but each and every minute you can spare will make a big difference in someone else’s life.

 

You can contribute by offering a couple of hours in your area of expertise, by doing manual work, by giving a professional advice, by offering a medical procedure or by driving someone. The possibilities are endless and your input is priceless. Quantify your donation in number of hours and offer now.

World Mental Health Day - 2015 

World Mental Health Day (October 10th) is the annual global celebration of mental health education, awareness and advocacy. Every year the spotlight is shone on a particular aspect of mental health, the theme for 2015 is Dignity in Mental Health.

 

Theme 1
  Introduction
   Helping students to introduce themselves and to get to know the other group members.

Worksheet - Getting to Know Each Other.pdf Worksheet - Getting to Know Each Other.pdf
Size : 0.187 Kb
Type : pdf
Self Awareness Map.pdf Self Awareness Map.pdf
Size : 375.743 Kb
Type : pdf
Get to Know You - Sociometric Questions.pdf Get to Know You - Sociometric Questions.pdf
Size : 0.174 Kb
Type : pdf
Is School A Real Job.pdf Is School A Real Job.pdf
Size : 0.101 Kb
Type : pdf
Values Assessment.pdf Values Assessment.pdf
Size : 0.231 Kb
Type : pdf
self-awareness.mp3 self-awareness.mp3
Size : 3.39 Kb
Type : mp3

Theme 2
  Effective Communication - 1
   Helping students identify communication as one of the main components of building a
   health relationship.
   Experiential learning aspect as related to trust.
   Theoretical aspect as related to communication - verbal and non-verbal.  

Teachers' Notes

Types of Communication.pdf Types of Communication.pdf
Size : 571.053 Kb
Type : pdf
COMMUNICATION-SKILLS.pdf COMMUNICATION-SKILLS.pdf
Size : 1.359 Kb
Type : pdf
EFFECTIVE COMMUNICATION SKILLS.ppt EFFECTIVE COMMUNICATION SKILLS.ppt
Size : 367.5 Kb
Type : ppt

Student Handouts

Communication - defined.pdf Communication - defined.pdf
Size : 756.573 Kb
Type : pdf
Cash Register worksheet.pdf Cash Register worksheet.pdf
Size : 0.266 Kb
Type : pdf
Uses of Non-Verbal Communication.pdf Uses of Non-Verbal Communication.pdf
Size : 179.553 Kb
Type : pdf

Theme 3
 
Effective Communication - 2
   Communication in the Workplace.
   Experiential learning focusing on passive, assertive and aggressive forms of
   communication. 

Teachers Notes 

Student Handouts 

Effective Communication.pdf Effective Communication.pdf
Size : 475.702 Kb
Type : pdf
Communication Styles - Situations.pdf Communication Styles - Situations.pdf
Size : 565.661 Kb
Type : pdf
Assertiveness Profiler EXCELLENT.pdf Assertiveness Profiler EXCELLENT.pdf
Size : 0.109 Kb
Type : pdf

Theme 4
  Working in a Team
- 1
   Experiential Learning: Self-confidence, feedback, rules, trust and respect, 
   diversity (as related to working in a team).

Teachers Notes  

Teamwork.pdf Teamwork.pdf
Size : 1.699 Kb
Type : pdf
01. Teamwork.pptx 01. Teamwork.pptx
Size : 158.354 Kb
Type : pptx
02. Successful Teams.pptx 02. Successful Teams.pptx
Size : 199.738 Kb
Type : pptx
communication.pdf communication.pdf
Size : 484.918 Kb
Type : pdf
Working With Others.pptx Working With Others.pptx
Size : 647 Kb
Type : pptx

Student Handouts

Teamwork Skills.pdf Teamwork Skills.pdf
Size : 0.322 Kb
Type : pdf
Team Building - Newspaper Shelter.pdf Team Building - Newspaper Shelter.pdf
Size : 65.859 Kb
Type : pdf
Team Building - Lost At Sea.pdf Team Building - Lost At Sea.pdf
Size : 83.352 Kb
Type : pdf

Theme 5
  Working in a Team
- 2
   Coping with CHANGE !!!
   Balancing work and leisure.
   Factors that contribute to the relief of Stress. 

Teachers Notes

Change - Rebirth of the Eagle.pps Change - Rebirth of the Eagle.pps
Size : 1.733 Kb
Type : pps
Work-Life Balance.pdf Work-Life Balance.pdf
Size : 3.127 Kb
Type : pdf

Student Handouts

Brainstorm Your Ideas.pdf Brainstorm Your Ideas.pdf
Size : 0.378 Kb
Type : pdf
campaigner-case-studies.pdf campaigner-case-studies.pdf
Size : 0.201 Kb
Type : pdf
changeit-lesson-plan-1.pdf changeit-lesson-plan-1.pdf
Size : 0.128 Kb
Type : pdf
changeit-lesson-plan-2.pdf changeit-lesson-plan-2.pdf
Size : 0.131 Kb
Type : pdf
changeit-lesson-plan-3.pdf changeit-lesson-plan-3.pdf
Size : 0.13 Kb
Type : pdf
coopsqurs.pdf coopsqurs.pdf
Size : 0.054 Kb
Type : pdf
exploring-the-issue.pdf exploring-the-issue.pdf
Size : 0.114 Kb
Type : pdf

Theme 6
  Learning Strategies - 1

   Identification of one's preferred learning style.
   Difference between auditory, visual and tactile learners.
   The Process of Learning.
   Concentration and Memory.  

Learning Styles.pptx Learning Styles.pptx
Size : 1278.392 Kb
Type : pptx

Memletics-Learning-Styles-Inventory.pdf Memletics-Learning-Styles-Inventory.pdf
Size : 0.26 Kb
Type : pdf
Memletics-Learning-Styles-Inventory.xls Memletics-Learning-Styles-Inventory.xls
Size : 0.096 Kb
Type : xls

Theme 7
  Learning Strategies - 2

   Taking notes in class.
   Note making techniques (the split page method, group notes, linear and patterned
   note-making).
   The importance of LISTENING in class.
   Tests and Examinations skills.
   Study skills. 

Study Skills Profile.pdf Study Skills Profile.pdf
Size : 24.534 Kb
Type : pdf
Time Management.pdf Time Management.pdf
Size : 187.935 Kb
Type : pdf

Theme 8
  Dealing With Conflict Situations - 1

   Helping students to identify own conflict management skills.
   Discussion and evaluation of different conflict mangement skills. 

Teacher's Notes

Handling Conflict.pptx Handling Conflict.pptx
Size : 254.471 Kb
Type : pptx

Student Handouts

Dealing With Conflicting Situations - 1.pdf Dealing With Conflicting Situations - 1.pdf
Size : 0.604 Kb
Type : pdf

Theme 9
  Dealing With Conflict Situations - 2

   Helping students to become aware of their decision making skills.
   Adapting decision making skills to conflict sonflict situations. 

Theme 10
  Self-Management Techniques - 1
   Sexual behaviours.
   Teenage pregnancy.
   Responsibility and implications of irresponsible behaviour - HIV/AIDS/STIs.

Teachers Notes

Responsible Sexual Behavior.pptx Responsible Sexual Behavior.pptx
Size : 1623.341 Kb
Type : pptx
Self Management.pptx Self Management.pptx
Size : 882.656 Kb
Type : pptx
Abortion.pps Abortion.pps
Size : 619 Kb
Type : pps

Student Handouts 

Teenage Pregnancies - Worksheet.pdf Teenage Pregnancies - Worksheet.pdf
Size : 146.945 Kb
Type : pdf
Talking to Children about sex.pdf Talking to Children about sex.pdf
Size : 45.06 Kb
Type : pdf
Kondoms.pdf Kondoms.pdf
Size : 38.958 Kb
Type : pdf
Condoms.pdf Condoms.pdf
Size : 35.989 Kb
Type : pdf
Infezzjonijiet Trasmessi Sesswalment.pdf Infezzjonijiet Trasmessi Sesswalment.pdf
Size : 73.556 Kb
Type : pdf
Hep B.PDF Hep B.PDF
Size : 1549.783 Kb
Type : PDF
Hep C.PDF Hep C.PDF
Size : 1571.531 Kb
Type : PDF
HIV.PDF HIV.PDF
Size : 1634.674 Kb
Type : PDF
Is-Sahha Sesswali - Ktejjeb 2011.pdf Is-Sahha Sesswali - Ktejjeb 2011.pdf
Size : 584.634 Kb
Type : pdf

Theme 11
  Self-Management Techniques - 2
   Substance abuse.
   Gambling.
   Responsibility and implications of irresponsible behaviour.

Substance Misuse.pptx Substance Misuse.pptx
Size : 75.176 Kb
Type : pptx
Substance misuse questions.pdf Substance misuse questions.pdf
Size : 252.145 Kb
Type : pdf
Cannabis may leave permanent damage.pdf Cannabis may leave permanent damage.pdf
Size : 245.282 Kb
Type : pdf
Are steroids worth the risk.pdf Are steroids worth the risk.pdf
Size : 351.41 Kb
Type : pdf
My son died from solvent abuse.pdf My son died from solvent abuse.pdf
Size : 292.078 Kb
Type : pdf

Theme 12
  Rights and Responsibilities at Work
   Career management and development.
   Workers rights and responsibilities.
   Basic budgeting and identification of Cost and Profit centres.

Theme 13
  Equal Opportunities, Tolerance & Work Ethics
   Special Needs.
   Gender issues.
   Racism.
   Trade unionism.

Theme 14
  Critical Thinking
   The mental process of discernment, analysis and evaluation.
   Forming solid judgements through reflection upon tangible/intangible items.
   Applicable methods/techniques for forming a judgement.
   The application of theoretical constructs for understanding. 

Lateral Thinking Provocation Movement.pptx Lateral Thinking Provocation Movement.pptx
Size : 113.169 Kb
Type : pptx
Lateral thinking - Puzzles.pptx Lateral thinking - Puzzles.pptx
Size : 238.096 Kb
Type : pptx

Theme 15
  Critical Thinking
   The mental process of discernment, analysis and evaluation.
   Forming solid judgements through reflection upon tangible/intangible items.
   Applicable methods/techniques for forming a judgement.
   The application of theoretical constructs for understanding.  

Lateral Thinking Provocation Movement.pptx Lateral Thinking Provocation Movement.pptx
Size : 113.169 Kb
Type : pptx

Theme 16
  Creativity - 1
   What is 'Creativity'?
   Creativity and Innovation - Seeing, Thinking, Doing. 

CoRT_1_Tools.ppt CoRT_1_Tools.ppt
Size : 1059 Kb
Type : ppt
CoRT Exercise.docx CoRT Exercise.docx
Size : 38.455 Kb
Type : docx

Theme 17
  Creativity - 2
   The Consumer
   Asking the right questions.
   Good ideas from everyone and everywhere.
   The brainstorming process - Multiple solutions.
   Experimentation, Exageration and Persistance. 

Creative problem solving.pptx Creative problem solving.pptx
Size : 2373.824 Kb
Type : pptx

Theme 18
  Motivation
   Develop ways to boost Self-Confidence and Self-Esteem.

Theme 19
  Initiative
   Explain why it is important that a person takes initiative rather being passive.

Theme 20
  Identifying One's Future Career Study Paths - 1
   Short-term and Long-term career goals.
   Developing the SWOT analysis on personal skills and competences. 

Action_Planning tips.doc Action_Planning tips.doc
Size : 33.5 Kb
Type : doc

Theme 21
  Identifying One's Future Career Study Paths - 2
   Exploring the 'Learning Connections Inventory'.
   Discussing and evaluating the outcomes of the 'Learning Connections Inventory'. 

Theme 22
  Entrepreneurial Skills
   Assessing personal entrepreneurial competences.
   Understanding the actions and behaviours of an entrepreneur.
   Developing 'Business Plan' basics.
   Developing 'Business Start-Up Tasks'.  

Entrepreneurship.pptx Entrepreneurship.pptx
Size : 145.363 Kb
Type : pptx
Am I An Entrepreneur.pdf Am I An Entrepreneur.pdf
Size : 0.028 Kb
Type : pdf
Test Your Potential As An Entrepreneur.pdf Test Your Potential As An Entrepreneur.pdf
Size : 0.038 Kb
Type : pdf
Business Plan Basics.pdf Business Plan Basics.pdf
Size : 0.222 Kb
Type : pdf
Business Start-Up Tasks.pdf Business Start-Up Tasks.pdf
Size : 0.21 Kb
Type : pdf

Theme 23
  Organization - 1
   Types of business setups - soletrader, partnership and companies.
   Ways how to raise capital - retained profit, shares, debentures, bank loan and 
   personal money.

Theme 24
  Organization - 2
   Developing SWOT analysis in business management context.
   Business Start-up - How a business is set up.
   Exploring business start-up potential (student case studies). 

Teachers Notes

01. Economic Setups.pptx 01. Economic Setups.pptx
Size : 299.716 Kb
Type : pptx
02. Business Setups.pptx 02. Business Setups.pptx
Size : 91.584 Kb
Type : pptx
03. SWOT Analysis.pptx 03. SWOT Analysis.pptx
Size : 105.663 Kb
Type : pptx

Theme 25
  Assessment
   Assessment techniques.
   Group work on setting up a business - Marketing of products.
   Group presentations followed by feedback and discussions.

Theme 26
  Diversity
   Valuing Diversity.
   Managing Diversity in the workplace.
   Globalisation and Organizational Culture - The case of Cultural diversity issues. 

Cultural Awareness.pptx Cultural Awareness.pptx
Size : 436.127 Kb
Type : pptx

Theme 27
  Diversity and Harmony at the Workplace
   Case studies.
   Group discussions.
   Developing a campaign towards  

Theme 28
  Diversity and Harmony at the Workplace
   Case studies.
   Group discussions.
   Developing a campaign towards   

Theme 29
  The function of 'Arts' as a medium for expression
   Developing an artistic impression to discuss how countries and cultures vary in 
   their artistic expressions of various art, science and technology systems
   and structures.  

Theme 30
  Health and Safety

Health & Safety.pptx Health & Safety.pptx
Size : 184.313 Kb
Type : pptx
H & S Ergonomics and Environmental Issues.pptx H & S Ergonomics and Environmental Issues.pptx
Size : 139.823 Kb
Type : pptx
Workplace Hazards virtual tours.pdf Workplace Hazards virtual tours.pdf
Size : 268.1 Kb
Type : pdf
Safe Jobs For Youth.pdf Safe Jobs For Youth.pdf
Size : 947.846 Kb
Type : pdf
Lab_Safety_picture_and_questions.pdf Lab_Safety_picture_and_questions.pdf
Size : 248.982 Kb
Type : pdf
Hazards At Work - Worksheet.pdf Hazards At Work - Worksheet.pdf
Size : 241.986 Kb
Type : pdf
 

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