(It may be appropriate to have low-level music throughout this sequence. The appropriateness of this can be decided when the sequence is being created.) CLOSING (An appropriate musical sound can accompany the appearance of the title.) STUDENTS STUDENTS (30 seconds) (30 seconds approx. in (In their own words, the students say things that reflect their positive experiences of learning, skills development and the same students engaged in their growing awareness of career opportunities.) activities at the Centre or related locations INDUSTRY PARTNER INDUSTRY PARTNER (30 seconds) (30 seconds approx.) (in her/his own the person comments enthusiastically on:) the Industry Partner makes comments for some of the time the value of the Centre to his/her industry and then we hear her/his voice the relevance and extent of the skills the students are as we see video of students in acquiring industry situations: how his/her industry contributes to the partnership how s/he is with the partnership. structured workplace learning, and/or industry placements, and/or cadetships, and/or traineeships. PARENT PARENT (20 seconds) (20 seconds approx.) (in her/his own words, the parent comments enthusiastically on:) Parent and her/his student in an informal situation (at home? at a how pleased her/his son/daughter is with what they BBQ? at the Centre? talking with are learning and acquiring a local businessperson?) the parent’s own appreciation of what the Centre provides. CENTRE MANAGER CENTRE MANAGER (30 seconds) (30 seconds approx.) (In her/his own words, the Centre Manager sums up what is great about the Centre.) Students, trainers and partners – giving us a feeling for: Her/his talking points include: the breadth of people importance of partnerships and organisations relevance of training and skills development involved the shared vision of all the partners. the of courses, programs, resources and events SCHOOL TEACHER OR PRINCIPAL SCHOOL TEACHER OR PRINCIPAL (30 seconds) (30 seconds approx.) (in her/his own words)
(It may be appropriate to have low-level music throughout this sequence. The appropriateness of this can be decided when the sequence is being created.) CLOSING (An appropriate musical sound can accompany the appearance of the title.) STUDENTS (30 seconds approx. in the same students engaged in activities at the Centre or related locations STUDENTS (30 seconds) (In their own words, the students say things that reflect their positive experiences of learning, skills development and their growing awareness of career opportunities.) INDUSTRY PARTNER (30 seconds approx.) the Industry Partner makes comments for some of the time and then we hear her/his voice as we see video of students in industry situations: structured workplace learning, and/or industry placements, and/or cadetships, and/or traineeships. INDUSTRY PARTNER (30 seconds) (in her/his own the person comments enthusiastically on:) the value of the Centre to his/her industry the relevance and extent of the skills the students are acquiring how his/her industry contributes to the partnership how s/he is with the partnership. PARENT (20 seconds approx.) Parent and her/his student in an informal situation (at home? at a BBQ? at the Centre? talking with a local businessperson?) PARENT (20 seconds) (in her/his own words, the parent comments enthusiastically on:) how pleased her/his son/daughter is with what they are learning and acquiring the parent’s own appreciation of what the Centre provides. CENTRE MANAGER (30 seconds approx.) Students, trainers and partners – giving us a feeling for: the breadth of people and organisations involved the of courses, programs, resources and events CENTRE MANAGER (30 seconds) (In her/his own words, the Centre Manager sums up what is great about the Centre.) Her/his talking points include: importance of partnerships relevance of training and skills development the shared vision of all the partners. SCHOOL TEACHER OR PRINCIPAL (30 seconds approx.) SCHOOL TEACHER OR PRINCIPAL (30 seconds) (in her/his own words)