Individual & Social Responsibility


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October 2016 and beyond ...

Individual & Social Responsibility

Level 3

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

Guided Learning hours: 45 (30 + 15)
Unit level (MQF): 3
Credits: 4

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 3 key skill learners will continue to explore themselves and their values, aiming to increasingly understand their talents, abilities and also their interests, ultimately being able to determine and consolidate their career path. At this stage the learners have already been equipped with the basic personal effectiveness competencies and will keep developing their entrepreneurial side.

Within this key skill learners will tackle 5 domains revolving around career path exploration, time management and budgeting, intimate relationships, teamwork and individual and social responsibility.

Through the 5 domains, learners will have the opportunity to explore their abilities and interests increasingly in-depth, empowering them with the ability to identify their career path effectively.

Additionally, apart from delving into budgeting skills, this unit will assist learners in acquiring the necessary skills to manage their time more effectively

Learners will also understand the importance of teamwork and working harmoniously with other people in order to achieve a common goal. Apart from exploring the benefits of effective teamwork, learners will also explore the hindrances related to such a practice and counter with the identification of the qualities required for a proper team building. 

In this unit, learners will also discuss relationships more in depth, with a major emphasis on intimate relationships. Learners will explore different kinds of intimate relationships and attempt at understanding what constitutes a healthy one.

Finally at the end of this unit, learners will have the opportunity to examine situations and predict typical outcomes, whilst aiming to prevent possible consequences. Through active critical thinking and the exploration of what qualities compose a responsible civil person, learners will become skilled, ethical and responsible individuals.

Learning Outcomes

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

1.    Evaluate personal characteristics, strengths and interests, aiming at possible
    career paths

2.    Understand the importance of time-management and budgeting skills in order to
     successfully reach set goals

3.    Outline the characteristics and values needed for the formation of a healthy and
     intimate relationship

4.    Function effectively with other individuals in order to achieve a common goal

5.    Be responsible for own reasoning and decisions whilst  enhancing active
     citizenship
 

Unit Content

LO 1. Evaluate personal characteristics, strengths and interests, aiming at possible career paths

·      Getting to know each other
       ·      My influences
       ·      My personal & career goals
       ·      Myself- yesterday, today & tomorrow
       ·      Generating ideas through creativity 

LO 2. Understand the importance of time-management and budgeting skills in order to successfully reach set goals 

·      Society’s norms & my values
       ·      Integrity & ethical values
       ·      Perseverance & resilience
       ·      My personal time & space
       ·      Boundaries – what are they for? 

LO 3. Outline the characteristics and values needed for the formation of a healthy and intimate relationship

            ·      Diversity & minority groups
                      ·      People – who & why should I trust?
                      ·      From an acquaintance to a best friend
                      ·      Mental health & disabilities

LO 4. Function effectively with other individuals in order to achieve a common goal

   ·      Honing my social skills
       ·      The importance of Emotional Literacy
       ·       My perception of my surroundings
       ·       How to successfully reach a common goal 

LO 5. Be responsible for own reasoning and decisions whilst enhancing active citizenship

·           Managing my conflicts through negotiation
          ·           My decisions and their consequences
          ·           Critical thinking and problem analyses
          ·           Researching, planning & organizing my work
          ·           Acquiring & managing my resources
          ·           My responsible self

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.Evaluate personal characteristics, strengths and interests, aiming at possible career paths

K1. Recognise the meaning of values

C1. Identify common personal characteristics
  of persons who share the same values

A1. Relate own  strengths, talents and capabilities with choice of prospective career

2.  Understand the importance of time-management and budgeting skills in order to successfully reach set goals

K2. Identify the benefits of budgeting skills
  and time-management

C2. Explain the necessity of time-management
  and financial planning to ensure a stable
  life style

A2. Prepare a balanced budget plan

A3. Organise a personal week plan timetable

3.  Outline the characteristics and values needed for the formation of a healthy and intimate relationship

K3. Identify the major qualities that contribute
  to the development of a strong personal
  intimate relationship

C3. Explain personal genuine motives and
  feelings towards initiating and/or
  maintaining a personal intimate
  relationship

 4.     Function effectively with other individuals in order to achieve a common goal

K4. Identify qualities which contribute to
  successful teamwork

C4. Indicate the assets and hindrances of
  working with other individuals

A4. Demonstrate adaptability towards working
  with other individuals

5.  Be responsible for own reasoning and decisions whilst  enhancing active citizenship

K5. Identify the major qualities composing a
  responsible individual

C5. Predict the impact of a set decision upon
  the status of a relationship

C6. Discuss the implications of acting irresponsibly in varying situations such as intimate engagements, the use of diverse substances and other habitual practices

A5. Develop practice and engagement of critical thinking

 
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 (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 and their origin

Recognizes the meaning of values and their impact on individuals

Identifies common personal characteristics of persons who share the same values

Able to relate own strengths and talents with prospective career choice

Able to discuss how personal weaknesses may impact prospective career choice

Self-awareness

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0

1

2

0

1

2

0

1

2

0

1

2

0

1

2


B

 

Identifies the benefits of budgeting skills

Identifies the benefits of time-management skills

Discusses necessity of financial planning and time-management to ensure a stable life style

Is able to prepare a balanced budget plan

Is able to organize a personal week plan timetable

Self-management 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0

1

2

0

1

2

0

1

2

0

1

2

0

1

2



C

 

Able to distinguish between different kinds of relationships

Identifies the major qualities contributing to the development of a strong intimate relationship

Able to discuss what factors hinder to the well-being of a strong intimate relationship

Explains personal genuine motives and feelings towards being in a personal intimate relationship

Discusses the impact of being committed in a personal intimate relation upon one’s life style

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 teamwork practices

Identifies qualities which contribute to successful teamwork

Able to indicate assets of working with other individuals

Able to indicate hindrances of working with other individuals

Plans ways to improve own performance during teamwork practices

Communication & Teamwork

 

 














 

0

1

2

0

1

2

0

1

2

0

1

2

0

1

2



E

 

Able to give examples of responsible actions

Identifies the major qualities composing a responsible individual

Is able to predict the impact of a set decision upon the status of a relationship

Discusses the implications of acting irresponsibly in varying situations

Able to discuss the benefits  of engaging in critical thinking  

Decision-making & Problem-solving

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0

1

2

0

1

2

0

1

2

0

1

2

0

1



Subject File

 

2


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 

Books

  • Class notes

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

Scheme of Work

LEVEL 3 

ISR lvl3 SOW 2016-2017.pdf ISR lvl3 SOW 2016-2017.pdf
Size : 430.334 Kb
Type : pdf

Level 3

STUDENT HANDOUTS & WORKSHEETS

Level 3 Pack 2016-2017.pdf Level 3 Pack 2016-2017.pdf
Size : 634.206 Kb
Type : pdf
Level 3 Pack 2016-2017.docx Level 3 Pack 2016-2017.docx
Size : 76.425 Kb
Type : docx

Level 3

FINAL PRESENTATION TITLES

2016-2017

o Each presentation should last around 10 minutes. It will include:
   (a) Slide 1 as your Title slide with your demographic details: (Heading: Presentation tile, Sub-Heading: ISR
        Assignment, name and surname, class/group, institute).
   (b) Slides 2 to 11 will include your presentation content.
   (c) Slide 12 will include a 'Thank You' and 'Questions' words. 

o Students may opt to join forces and work upon the same presentation in pairs - presentation will have
   17 slides in total and will last no longer than 15 minutes.
o Or work in groups of not more than three students per group - presentation will have
   22 slides in total and will last no longer that 20 minutes.

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.

ISR Level 3 Presentation (2017-2018)


This year we have decided that the presentation will be associated with:

 (1) work exposure (if available at institute/level)
 (2) voluntary work (optional by students)
(3) topics tackled in class (to choose one)


Robert Buttigieg

ISR Coordinator
   

ISR Attendance Records and Weekly Academic Record 

2017-2018

ACCESS DOCUMENT FROM 'MY DOCUMENTS' ON PERSONAL NETWORK PROFILE

                     

July 2016 and before ...

Level 3 - 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. 

Teachers' Area - Scheme of Work

KS_L3_PD_REVB.pdf KS_L3_PD_REVB.pdf
Size : 238.923 Kb
Type : pdf
Level 3 PD - Scheme of Work.pdf Level 3 PD - Scheme of Work.pdf
Size : 137.306 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.

Student Handouts 

Self Awareness Map.pdf Self Awareness Map.pdf
Size : 375.743 Kb
Type : pdf
My Strengths.pdf My Strengths.pdf
Size : 0.222 Kb
Type : pdf
Who Am I.pdf Who Am I.pdf
Size : 0.118 Kb
Type : pdf
Locus of Control Scale.pdf Locus of Control Scale.pdf
Size : 262.223 Kb
Type : pdf
Work Locus of Control Scale.pdf Work Locus of Control Scale.pdf
Size : 275.62 Kb
Type : pdf
Thinking About The Future.pdf Thinking About The Future.pdf
Size : 0.271 Kb
Type : pdf
ISR Reflective Journal.doc ISR Reflective Journal.doc
Size : 59.5 Kb
Type : doc

Unit 2 - Communication
Topic - What Is Communication?
 
   - Appropriate communication in different life situations (eg. formal & informal).
   - Communication dynamics within the group.
   - Understanding the difference between the values of the sender and that
     of the receiver (audience).

Teacher's Notes

Formal & Informal Channel of Communication.pdf Formal & Informal Channel of Communication.pdf
Size : 1295.838 Kb
Type : pdf
Communication Skills - AAPC.pdf Communication Skills - AAPC.pdf
Size : 0.231 Kb
Type : pdf
How To Communicate Effectively.pdf How To Communicate Effectively.pdf
Size : 257.028 Kb
Type : pdf

Student Handouts 

Active Listening Assessment.pdf Active Listening Assessment.pdf
Size : 262.859 Kb
Type : pdf
Active Listening Assessment.doc Active Listening Assessment.doc
Size : 166 Kb
Type : doc
6 Communication skills - worksheet.pdf 6 Communication skills - worksheet.pdf
Size : 0.29 Kb
Type : pdf
Listening - Self Assessment inventory.pdf Listening - Self Assessment inventory.pdf
Size : 0.278 Kb
Type : pdf
Passive Aggressive, Assertive.pdf Passive Aggressive, Assertive.pdf
Size : 0.317 Kb
Type : pdf
Non-Verbal Communication Modes.pdf Non-Verbal Communication Modes.pdf
Size : 325.737 Kb
Type : pdf

Unit 2 - Communication
Topic - Work-Related Communication
 
   - Presentation skills, using charts, public speaking and other presentation techniques.
   - Good decision making skills at work.
   - Formal/Adequate communication skills at work (eg. e-mail, letter, grapevine etc).

Teacher's Notes 

Designing a Presentation.ppt Designing a Presentation.ppt
Size : 1038 Kb
Type : ppt
Delivering a Successful Presentation.ppt Delivering a Successful Presentation.ppt
Size : 3908 Kb
Type : ppt

Student Handouts 

How Good Is Your Decision Making.pdf How Good Is Your Decision Making.pdf
Size : 406.356 Kb
Type : pdf
How Good Is Your Decision Making.doc How Good Is Your Decision Making.doc
Size : 401 Kb
Type : doc

Unit 2 - Communication
Topic - Empathy
 
   - Listening and responding sensitively.
   - Showing understanding of the message passed by validating the message.
   - Choosing apprpriate communication channels when showing empathy.
   - Understand different values of the sender.

Student Handouts

Communication Skills & Empathy.pdf Communication Skills & Empathy.pdf
Size : 954.462 Kb
Type : pdf
Communication Skills & Empathy.doc Communication Skills & Empathy.doc
Size : 770.5 Kb
Type : doc

Unit 2 - Communication
Topic - Organizational Health & Safety
 
   - Identify potential hazards at workplace, school and at public places and be able to give 
      basic first aid if needed.
   - Follow and show grasp of the Basic Firefighting Course.

Student Handouts

Occupational Health & Safety workbook.pdf Occupational Health & Safety workbook.pdf
Size : 1375.906 Kb
Type : pdf

Unit 3 - Working with Others
Topic - Working In A Group
 
   - Understanding the different Leadership styles.
   - Identify the favourite leadership style.
   - Learn how to give one-to-one feedback to the group.

Teacher's Notes

FISH!.ppt FISH!.ppt
Size : 203.5 Kb
Type : ppt
Belbin_s_Team_Roles.ppt Belbin_s_Team_Roles.ppt
Size : 2121.5 Kb
Type : ppt
A_Functioning_Team.ppt A_Functioning_Team.ppt
Size : 3045 Kb
Type : ppt

Student Handouts

Teamwork Skills.pdf Teamwork Skills.pdf
Size : 330.401 Kb
Type : pdf

Unit 3 - Working with Others
Topic - Leadership Style
 
   - What are the different Leadership styles and when best to use each.
   - Leadership exercise with groups adapting a different leadership style.
   - Leadership Style Survey.

Leadership Styles Explained.pdf Leadership Styles Explained.pdf
Size : 1016.857 Kb
Type : pdf
Leadership Style Quiz.pdf Leadership Style Quiz.pdf
Size : 208.534 Kb
Type : pdf
The Six Leadership Styles at a Glance.pdf The Six Leadership Styles at a Glance.pdf
Size : 9.808 Kb
Type : pdf

Unit 3 - Working with Others
Topic - Group Development And Roles
 
   - Understand the different stages in group development.
   - Learn the different roles within a group and the purpose of each role for the
     well-being of the group.

Team Development Model by Tuckman.pdf Team Development Model by Tuckman.pdf
Size : 25.34 Kb
Type : pdf
Stages of Group Development At Work.pdf Stages of Group Development At Work.pdf
Size : 75.153 Kb
Type : pdf

Unit 3 - Working with Others
Topic - Trade Unionism
 
   - Understand basic concepts of trade unionism and its history.
   - Understanding Colective Agreements and how to contribue to them.
 

Managing People - Trade Unions.pdf Managing People - Trade Unions.pdf
Size : 91.272 Kb
Type : pdf

Unit 3 - Working with Others
Topic - Diversity
 
   - Understanding the concept of Diversity of Beliefs, Race, Culture, Gender
     and other issues.
  - Balancing one's own belief system with other belief systems which we encounter everyday at
    work/school.

Unit 3 - Problem Solving
Topic - Choosing A Career
 
   - 
Understand the different career paths whch evolve from the nature of the course chosen.
   - Build a rational career path for the foreseeable future.
   - Plan and manage resouces needed to reach career goal.

Unit 3 - Problem Solving
Topic - Looking For A Job
 
   - Identify various means of looking for a job, traditional and electronic ways of
     finding a job.
   - Find real vacancies which might interest them that might be good job opportunities.

Unit 3 - Problem Solving
Topic - Decision Making Techniques
 
   - Identify appropriate decision making techniques for people, resources and systems.
   - Understand how to make constructive
 analysis of various work systems, people
     and technology at any given workplace.

Unit 3 - Problem Solving
Topic - Goal Setting
 
   - Seeting realistic goals with the resources available.
   - Creating and understanding monitoring systems ensuring goals are reached on time.
   - Use technology to gather data and information about the outcome of a job.

Unit 4 - Self-Management Techniques
Topic - Career Development
 
   - Understand the career/study path chosen and the opportunities this can create.
   - Learn how to manage one's own career development.
   - Understand the importance of continuous development.
 

Unit 4 - Self-Management Techniques
Topic - Resource Management
 
   - Learn how to organise and maintain own resources.
   - Understand and learn how to monitor the different types of resources (eg. intellectual,
     material, financial and other types).
   - Take responsibility for the quality of work done.
 

Unit 4 - Self-Management Techniques
Topic - Time Management
 
   - Understand in detail the concept of time management.
   - Learn how to use a Personal Work Schedule.

Student Handouts

Daily Work Personal Appointment Schedule.PNG Daily Work Personal Appointment Schedule.PNG
Size : 41.226 Kb
Type : PNG
Spring Cleaning Checklist.pdf Spring Cleaning Checklist.pdf
Size : 16.112 Kb
Type : pdf
House Cleaning Checklist.pdf House Cleaning Checklist.pdf
Size : 17.516 Kb
Type : pdf

Unit 4 - Self-Management Techniques
Topic - My Strengths and Weaknesses
 
   - Identify my Personal Strengths and Weaknesses.
   - Learn and appreciate what others think of me, what others see good in me.
   - Identify areas and points where I can improve.
 

Student Handouts

PDP template - University of Bath.doc PDP template - University of Bath.doc
Size : 129.5 Kb
Type : doc

Unit 4 - Self-Management Techniques
Topic - HIV and AIDS
   - Understand the difference between HIV, AIDS and other Sexually Transmitted Infections.
   - Discuss the misconceptions that exist on HIV, AIDS and the transmission of the disease.
   - http://www.cdc.gov/std/default.htm

Student Handouts

Sexual Health Booklet 2011.pdf Sexual Health Booklet 2011.pdf
Size : 559.24 Kb
Type : pdf
HIV.PDF HIV.PDF
Size : 1634.674 Kb
Type : PDF
Condoms.pdf Condoms.pdf
Size : 35.989 Kb
Type : pdf
Kondoms.pdf Kondoms.pdf
Size : 38.958 Kb
Type : pdf

Unit 4 - Self-Management Techniques
Topic - Sexually Transmitted Diseases (a)
 
   - Discuss the most commonly known Sexually Transmitted Deseases and Infections
    (STDs/STIs) in detail and how they can be transmitted through inappropriate sexual
    behaviour.
   - Special focus on Human Papillomavirus (HPV), Bacterial Vaginosis (BV), and Chlamydia.
   - http://www.cdc.gov/std/default.htm

Student Handouts

Infezzjonijiet trasmessi sesswalment 2011.pdf Infezzjonijiet trasmessi sesswalment 2011.pdf
Size : 73.556 Kb
Type : pdf
Talking to Children about sex.pdf Talking to Children about sex.pdf
Size : 45.06 Kb
Type : pdf

Unit 4 - Self-Management Techniques
Topic - Sexually Transmitted Diseases (b)
 
   - Discuss the most commonly known Sexually Transmitted Deseases and Infections
     (STDs/STIs) in detail and how they can be transmitted through inappropriate sexual
     behaviour.
   - Special focus on Gonorrhea, Hepatitis (Types A,B,C), Herpes (Labial and Genital).
   - http://www.cdc.gov/std/default.htm

Student Handouts

Hep B.PDF Hep B.PDF
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Type : PDF
Hep C.PDF Hep C.PDF
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Type : PDF

Unit 5 - Civic Skills
Topic - Workers' Rights and Duties
   - Understand the rights and duties of local workers.
   - Relate Equal Gender Opportunities on a National framework.

Unit 5 - Civic Skills
Topic - Human Rights
   - Learn about Human Rights and understand that in many countries around the world,
     human rights are something that don't exist.
   - Learn about Human Rights Organisations.
   - Understand the United Nations Charter on Human Rights.

Unit 5 - Civic Skills
Topic - Voluntary Work in Malta
   - Learn about the various agencies who conduct voluntary work in Malta.
   - Learn what is their mission and how they can be reached.

Unit 5 - Civic Skills
Topic - Gender Equality

   - Understand the concept of Gender Equality not only in a work environment but also in
     everyday life.
   - Learn about countries in which Gender is still a means of discrimination and how this
     impacts the people involved.

Unit 5 - Civic Skills
Topic - Green Week

   - Learn about concepts like Renewable and Non-renewable resources, alternative sources
     of power, Global Warming, recycling and conservation of resources.

Brazil is experiencing the worst environmental disaster in its...

Brazil is experiencing the worst environmental disaster in its history — and nobody’s talking about it.

Posted by Mic on Thursday, January 7, 2016

Unit 5 - Civic Skills
Topic - Justice, Equality and Fairness In Society

   - Identify, respond and influence social, moral and political challenges and situations.
   - Understanding one's political, social and moral duties towards one's community.

Unit 5 - Civic Skills
Topic - National Industrial Relations

   - Understand the concept of Industrial Relations and the related connections to the
     Maltese industry context and economy.
   - Learn how Maltese workers compare to European workers.
   - Identify ways of enhancing relations in a way of mutual benefit to both
     workers and employers.

 

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