Completed set tasks Participation in sessions and activities Confidence of participants to have a go at activities Participant engagement with the tutor and guest speakers Feedback and evaluation responses from participants Review of outcomes and goals for learners Learners persoanl skills set Evaluation How will you evaluate the effectiveness of the course and plan improvements? Provide feedback sheets to participants to complete at completion of each term Attendance Placements Enrolments Participation Acknowledgement How will you acknowledge what learners have achieved? Certificate of attendance and/or participation in the programme. Learners skill set checklist Mapping of the programme to the employability skills Impact Where will this course lead for most learners? How can you provide support? Students are particpating for varied reasons, social, personal development, outreach, skills building, employment options, knowledge widening, etc. I would forsee that many of the students would move onto paid employment or volunteering on the conclusion of the course. The students may pathway through to accredited courses such as the Cert.I, II or III in General Education for Adults, Cert II in Information Technology. If students did pathway through to Accredited courses and Literacy and numeracy support was required then they would be able to enrol in a CGEA or Pre-accredited Literacy course which ever was appropriate for the individual. This organisation is happy to offer support in pathwaying students to other local providers, Swinburne, other Learn Local providers if they offered courses that our studnets wanted to access. Course delivery click a checkbox for any options you plan to use What How Employability Delivery Assessment embedding skill development ways of gathering evidence teaching and learning methods Embed processes demonstration group presentation and discussion group work and active learning questioning and discussion group and pair activities team projects interview demonstration by tutor or learner problem-based challenges group work modelling by tutor or learner design sequences scenario games (from idea to implementation) case study self-directed worksheets or units planning, scheduling and monitoring problem and solution lecture style presentation learning-to-learn modelling role play DVD-based activities computer-based tasks and products self assessment case studies Build explicit skills journals web-based activities written test using email, phone and web tools for Add others: group tasks online quiz dealing with different opinions portfolio brainstorming and mapping action plan task and project planning project work-group collaboration methods research and data collection Internet researching observation
Completed set tasks Participation in sessions and activities Confidence of participants to have a go at activities Participant engagement with the tutor and guest speakers Feedback and evaluation responses from participants Review of outcomes and goals for learners Learners persoanl skills set Evaluation How will you evaluate the effectiveness of the course and plan improvements? Provide feedback sheets to participants to complete at completion of each term Attendance Placements Enrolments Participation Acknowledgement How will you acknowledge what learners have achieved? Certificate of attendance and/or participation in the programme. Learners skill set checklist Mapping of the programme to the employability skills Impact Where will this course lead for most learners? How can you provide support? Students are particpating for varied reasons, social, personal development, outreach, skills building, employment options, knowledge widening, etc. I would forsee that many of the students would move onto paid employment or volunteering on the conclusion of the course. The students may pathway through to accredited courses such as the Cert.I, II or III in General Education for Adults, Cert II in Information Technology. If students did pathway through to Accredited courses and Literacy and numeracy support was required then they would be able to enrol in a CGEA or Pre-accredited Literacy course which ever was appropriate for the individual. This organisation is happy to offer support in pathwaying students to other local providers, Swinburne, other Learn Local providers if they offered courses that our studnets wanted to access. Course delivery click a checkbox for any options you plan to use What How Employability embedding skill development Embed processes group work and active learning team projects problem-based challenges design sequences (from idea to implementation) planning, scheduling and monitoring learning-to-learn modelling computer-based tasks and products Build explicit skills using email, phone and web tools for group tasks dealing with different opinions brainstorming and mapping task and project planning work-group collaboration methods Internet researching Delivery teaching and learning methods group presentation and discussion group and pair activities demonstration by tutor or learner modelling by tutor or learner games self-directed worksheets or units lecture style presentation DVD-based activities case studies web-based activities Add others: Assessment ways of gathering evidence demonstration questioning and discussion interview group work scenario case study problem and solution role play self assessment journals written test online quiz portfolio action plan project research and data collection observation
Getting-work-ready-Course_Plan_Overview_and_Delivery.docx