Output2 - Hard Soft Skilling-Charting Your Career Path - Optional Course Syllabus

Liceul „Charles Laugier” KA 2 - Strategic Partnership for Innovation and the
Str. Brestei, nr 129, Craiova, Dolj Exchange of Good Practices

Romania, 200177 "Hard-Soft Skilling-Charting your Career Path"
sanitar@charleslaugier.ro 2014-1-RO01-KA201-002736_1
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OPTIONAL COURSE
SYLLABUS
This project is funded with support from the European Commission. This document reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
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HARD-SOFT SKILLING-CHARTING YOUR

CAREER PATH
Optional course syllabus
Authors: Olivia Nicolae and Lucian Aurel Gheorghe
Liceul “Charles Laugier”,
Craiova, Romania
2015
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CONTENTS
RATIONALE .............................................................................................................................................................. 4
COURSE DESCRIPTION ............................................................................................................................................. 5
COURSE PURPOSE ................................................................................................................................................... 5
SYLLABUS DESIGN.................................................................................................................................................... 6
Diagnosis of needs............................................................................................................................................... 6
Identifying the learning outcomes/objectives .................................................................................................... 6
SYLLABUS ORGANIZATION ...................................................................................................................................... 7
SELECTION OF CONTENT AND SKILLS/TOPICS ..................................................................................................... 7
COURSE STRUCTURE ............................................................................................................................................. 11
MODULE 1 WHAT EMPLOYERS WANT? ............................................................................................................ 14
MODULE 2 PERSONAL SKILL ASSESSMENT ....................................................................................................... 16
MODULE 3 PLAN YOUR CAREER PATH .............................................................................................................. 18
MODULE 4 USEFUL TIPS FOR YOUR CAREER ..................................................................................................... 20
MODULE 5 TEAM BUILDING.............................................................................................................................. 22
MODULE 6 COMMUNICATION .......................................................................................................................... 24
MODULE 7 PRESENTATIONS ............................................................................................................................. 26
MODULE 8 PROBLEM SOLVING AND DECISION MAKING ................................................................................. 28
ASSESSMENT ......................................................................................................................................................... 30
Assessment-standards and indicators............................................................................................................... 30
Assessment standards ....................................................................................................................................... 30
METHODOLOGICAL SUGGESTIONS ....................................................................................................................... 32
Instructional material ........................................................................................................................................ 33
Techniques/Strategies/ Teaching activities....................................................................................................... 33
VALUES AND ATTITUDES ....................................................................................................................................... 36
BIBLIOGRAPHY ....................................................................................................................................................... 37
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RATIONALE
Equipping students with high transferable skills to help them in everyday life and labor market
permanent challenges is becoming imperative due to the socio-economic conditions nowadays. In
order to face the challenges and to anticipate possible problems, students should acquire a set of
essential skills enabling them to integrate rapidly on the labor market. As a result, in accordance with
the individual training needs, teachers should be endowed with didactic and pedagogical tools able to
boost students’ school-work transition and provide the learning environment with a more real life
oriented approach.
The scope of the „Hard-Soft Skilling” optional course is the integration of hard and soft core
transversal skills learning as part of the 14-19 year-old high school students’ development.
The course proposes a student-oriented approach, since it aims at increasing students’ awareness of
the potential skills they may use and develop in order to increase success in their career, at offering
tips on how to best exploit them based on a personalized career model and on what actions they may
undertake in order to reach their goals. Thus, being trained, students will become more aware of their
potential and of the possibilities of self-promotion. The personal development component guides the
students throughout their studies in order to build solid personal background.
By attending this course students are expected to become better observers, able to make
pragmatic choices and enhance their labor market chances either finding a job or completing academic
studies. They will be provided with tools that will enable and facilitate the integration of these skills in
situations they are prone to meet further in their life after leaving school.
Moreover, the present course proposes a pro-active approach for teachers and managers in the
educational system, becoming thus an important opportunity for teacher professional development.
The optional course could be easily implemented as part of the school based curriculum in any school,
irrespective of its type (either general or vocational) and for any grade on condition to adapt it to the
students possibilities, bringing a new perspective on the necessity of introducing changes in the school
curriculum and in the training models used in schools.
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COURSE DESCRIPTION
This course focuses on the development of strategies for promoting the acquisition of hard soft
skills core transversal skills as part of everyday teaching in high schools. It is a part of a Strategic
Partnership for Cooperation, Innovation and Exchange of Good Practices among 8 secondary schools,
both general and vocational, from Romania, Bulgaria, France, Portugal, Spain, Turkey, Germany and
Italy.
It introduces students to concepts and techniques which might help develop employability through
basic high transferable skills acquisition and diversity of the local /national/international labor market
and employment opportunities awareness raising.
The optional course is designed to maximize learning potential, encouraging students self-
reflecting and critical thinking on how to use the hard soft skills to chart their career path, offering
access to information and attitudes learners may personalize and use. Thus, this course relates to
material developed during the implementation of the project aiming at enhancing personal
development and self-promotion as well as familiarization with labor market requirements and tools.
Transition and appliance of information from the class to real-life situations represents priority to the
course.
COURSE PURPOSE
The purpose of this course is to provide students with knowledge and guidance through
appropriate practices. Students will be provided with range of practical activities with the help of a
variety of resources, tools and techniques suitable to their interests in order to develop understanding
of the labor market and acquire knowledge, and transferable skills which facilitate lifelong learning.
By the end of this course, students are expected to develop their own approach to tackle the
issues of self-promotion and making the best of the hard soft skills they possess for a better integration
on the labor market.
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SYLLABUS DESIGN
This optional course syllabus has been designed using mainly the backward design.
Diagnosis of needs
Research has been conducted in 8 European high schools belonging to the following countries:
Romania, Germany, Bulgaria, Italy, Turkey, France, Spain and Portugal and a comparative study has
been issued stating the similarities and differences among the different teaching philosophies and
needs for including and integrating soft skills into everyday teaching.
Identifying the learning outcomes/objectives

Outcome 1: Identify, evaluate and use information from a range of sources.
Outcome 2: Evaluate, select, and use a wide range of tools such as: CV and resume templates
Outcome 3: Think critically and analytically about employers’ requirements, decoding and interpreting
a variety of job advertisements.
Outcome4: Write to apply in response to job advertisements shaping language for formal contexts.
Outcome 5: Communicate according to purpose, audience and context in job interviews.
Outcome 6: Broaden understandings about the complexity of the cross-cultural differences.
Outcome 7: Develop understandings about the national labor market in a global context.
Outcome 8: Analyze, select and utilize the best strategies and tools to build a career plan to match the
previous skills and personal needs self-assessment.
Outcome 9: Raise awareness of meeting goals through group effort taking advantage of the various
abilities and knowledge.
Outcome 10: Learn to deal with problems and to evaluate proposals to improve performance.
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Outcome 11:
Manage strategies to promote themselves and their ideas.
Outcome 12: Demonstrate self-assessment ability to acknowledge the skills possessed and to foresee
possible use of the personal skills for enhancing employability perspectives
SYLLABUS ORGANIZATION
The teaching toolkit will include 8 modules, 4 modules will be career oriented, the other 4 being
focused on high transversal skills development. Each module will be built on a common framework
provided by the leading organization. The partners have already reached an agreement regarding the
modules and the basic content to be developed, yet, if the research will show different results in the
needs identified the objectives and the modules will be subject to modification accordingly.
SELECTION OF CONTENT AND SKILLS/TOPICS
General competences
- understanding the connection between the knowledge acquired and the labor market
requirements;
- decoding and managing information, adapting it to personal use;
- acquiring self- knowledge skills, knowing and exploding personal potential;
- developing group cooperation in solving problems;
- using knowledge in decision making.
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Specific Competencies Topic

Employer requirements Module 1
What Employers Want-this module intends
1. To decompose a job advertisement into to familiarize students with decoding
its main parts employers’ job descriptions: Introduction:
2. To understand the required set of skills What parts can you identify in a job
3. To synthetize relevant information description?
relevant to meet requirements What skills are requested?
4. To present the information required in What skills should be associated with that type
a logical sequence of job?
Personal skill assessment Module 2

1. To identify personal skills from a given What You Want/Assess Yourself- the
set module will guide students towards self-
2. To match skills with appropriate jobs assessment:
3. To compare and contrast the difference Introduction:
between employee and employer skills What are the most common required
4. To gain awareness of personal job transversal skills?
expectations What skills are necessary for a specific job?
5. To create his own employee job profile What are the advantages and disadvantages of
6. To evaluate information having your own business?
What are your job expectations?
What is your employee profile?
Career plan model Module 3

1. To develop a strategy for personal Plan your career path-this module aims at
development guiding students to keep record and build a
2. To establish professional goals career plan.
3. To identify appropriate tasks to reach Introduction:
goals What are your personal goals?
4. To evaluate opportunities and realistic What are the most suitable tasks to reach your
ability to take advantage of them goals?
5. To create a career plan model What qualifications do you need?
6. To synthetize relevant information to Fill in a career plan model and keep record of
complete the career plan model changes.
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Useful tips for your career Module 4:

1. To research appropriate tools for their Useful Tips for Your Career -the module
purpose will help students revise and acknowledge
2. To compare and contrast different information regarding vital tools for getting a
sources of information job.
3. To make informed decisions regarding Introduction:
the available resources What types of CV templates do you know?
4. To identify alternative tools and tips What are the differences among application
5. To use of the different tools available letter/cover letter/resume?
6. To understand the connection between What should you do before/during the
the requirements and the available interview?
resources What does a good application letter mean?
Team building Module 5

Team Building -module to promote the
1. To establish a positive team culture, the importance of working closely together at
beliefs, values and norms of behavior. school and future workplace.
2. To understand the role of the leader. Introduction:
3. To develop communication and trust What is a team?
among team members. What is team building?
4. To encourage experience sharing and What team building basics should you know?
generating new ideas. What are the reasons for team building? Team
5. To enhance team members’ motivation. building activities.
6. To improve commitment and work
efficiency.
Communication Module 6:
Communication -module to promote and
1. To evaluate the communication context develop good communication-building.
2. To create awareness of the existence of Introduction:
different types of communication What is meant by effective communication?
3. To understand what effective What is meant by verbal and non-verbal
communication means communication?
4. To compare and contrast cultural What cultural differences may influence
differences in communication communication?
5. To identify the right means of
communication according to the target
audience
6. To select the desired action to convey
meaning
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Presentations Module 7
Presentations - module to promote effective
presentations and public speaking abilities and
1. To know the different formats and their importance to different domains.
purpose of the presentations Introduction:
2. To understand the structure of a What are the main types of presentations?
concise presentation What purpose may a presentation have?
3. To analyze the audience What is the layout of a presentation?
4. To create good quality presentations What advanced features may be introduced in
5. To deliver presentations clearly, presentations?
appropriately and persuasively What skills are necessary for a presentation?
6. To understand the importance of body What presentation openers do you know?
language in oral presentations Step-by-step presentation model.
Problem Solving and Decision Making Module 8

Problem Solving and Decision Making -
1. to define the problem module to develop students’ abilities to solve
2. to compare and contrast the problem difficult problems and/or make complex
with similar ones using past experience decisions in following format.
3. to identify a range of options and Introduction:
alternative solutions when making What are the main parts/key components of the
decisions problem solving process?
4. to analyze the solutions, to discriminate What various alternatives can you identify to
among options and to select the best solve a problem?
alternative What skills do you need to solve the problem?
5. to identify the advantages and What steps can you take to solve a problem?
disadvantages of individual and group What are the steps in decision making?
decisions What positive and negative consequences a
6. to make informed decisions and to take certain decision may have?
responsibility How to make the best decision?
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COURSE STRUCTURE
Module Unit No of Description
hours
Module 1 What 1. Overview and 3 This module intends to familiarize

Employers Want Introduction to job students with decoding employers’
advertisements
job descriptions :
General competence: 2. Job advertisement
decoding information structure Introduction: What parts can you
3. Qualifications
required identify in a job description?
4. Skills required
5. Job assumptions What skills are requested? What
skills should be associated with that
type of job?
Module 2 Assess 1. Transversal 5 The module will guide students

yourself skills towards self-assessment:
2. Personal skills
General competence: 3. What skills Introduction: What are the most
acquiring self- match the job? common required transversal
4. Job
knowledge skills, expectations skills?; Identify your skills from
knowing and exploiting 5. Your employee
profile a list, match a list of jobs with a list
personal potential
of skills, advantages/disadvantages
of having your own business;
Identify your job expectations; Fill in
your employee profile.
Module 3 Plan your 1. Personal goals 5 Plan your career path-this module
career 2. Personal aims at guiding students to keep
development
record and build a career plan:
General competence: possibilities
3. Developing Introduction set personal goals,
developing skills of
selecting and personal identify suitable tasks to reach them
valorization of strategy to and
information to personal achieve the
use in career planning. career goals associate further qualifications you
4. Career plan may need; Fill in a career plan
development
model and keep record of changes
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Module 4: Useful tips 1. CV templates 5 Useful Tips for Your Career -the
for your career 2. Cover letter module will help students revise
3. Interview tips
and acknowledge information
General competence: 4. Application
letter tips regarding vital tools for getting a
demonstrating abilities
to identify, evaluate and job: revising different types of CV
manage information templates; differences application
regarding employment letter/cover letter/resume; tips
adapting it to personal before/during the interview; tips for
use
writing good application letters)
Module 5 Team building 1. What is a 5 Team Building Skills -module to

team? promote the importance of working
1. General 2. Team
closely together at school and
competence: motivation
cooperating towards 3. Team future workplace in the following
a common goal in efficiency format: Introduction: What is a
groups 4. Team building Team? What is a Team building?
basics Team building basics. Reasons for
Team building. Team building
activities
Module 1. Effective 3 Communication Skills (verbal, non-

6:Communication communication verbal)-module to promote and
2. Verbal, non-
develop good
General competence verbal
communication Communication-building in the
Improving skills for 3. Cultural
differences following formats: Introduction:
effective and accurate
What is meant by effective
communication
communication? What is meant by
Verbal and Non-verbal
communication? Cultural
differences. Verbal and non-verbal
communication games.
Module 7 1. Types of 5 Presentation Skills - module to

presentations promote effective presentations
7. General competence 2. Types of
and public speaking abilities and
channels of
using information and presentations their importance in teaching,
resources to produce lecturing, business, sales and
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and deliver 3. Ten step- selling, training and generally

presentations presentation feeling comfortable speaking to a
model
group of people in the following
4. Tips for good
presentations format:
Introduction: Different formats and

purposes of presentations : oral
(spoken), multimedia (using various
media - visuals, audio, etc.), small
talk, Power-point presentations,
short impromptu presentations,
long planned presentations,
educational lectures and simply
giving a talk on a subject to a group
on a voluntary basis for pleasure.
Step-by-step presentation model,
Presentation exercises.
Module 8 1. Problem 5 8. Problem Solving and Decision

assessment Making skills - module to develop
6. General 2. Solution
students’ abilities to solve difficult
competence: using proposal
specific knowledge to 3. Solution problems and/or make complex
solve problems and analysis decisions in following format:
make decisions 4. Decision Introduction:
making
Processes and techniques to
improve problem solving, decision-
making and the quality of decisions.
Problem Solving and Decision
Making questionnaires. Problem
solving
Simulations/games.
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MODULE 1 WHAT EMPLOYERS WANT?

Module description
The module intends to help students learn to decode essential information available on the labor
market which may help them improve their chances in finding a job. To learn how to decode the
message sent in job advertisements, to analyze it and to become able to respond to it accordingly
using it to their advantage.
Module sections:
1. What parts can you identify in a job description?( identifying information)

2. What skills are requested? ( decoding information-logical assumptions)
3. What skills should be associated with that type of job?( matching exercises)
General competence: decoding information/ to familiarize students with decoding employers’ job
descriptions
Specific competences:
1. To decompose a job advertisement into its main parts

2. To understand the required set of skills
3. To synthetize relevant information relevant to meet requirements
4. To present the information required in a logical sequence
Learning Outcomes
Gain in-depth familiarity with various types of job advertisements, understand the confusing or
non-specified information, decode skills information, and create skills profile according to the
requirements.
Content:
1. Overview and Introduction to job advertisements

2. Job advertisement main parts
3. Qualifications required
4. Skills required
5. Job assumptions
Method of Instruction:
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Lecture
presentations associated with practical exercises
Assessment:
The course has the following assessment components:
Written tasks
Oral presentations
Resources:
The optional course syllabus will be accompanied by a teaching tool and teaching guide which provide
useful resources that may be used or adapted.
Availability
Available as an outside option to all students (undergraduate and graduate). Students can take this course
in any year of their studies upon request.
Pre-requisites
Being taught in English the course requires at least a B1 level of English language. However the
difficulty of the practical part can be adapted to any grade. Moreover it can be translated in mother
tongue and implemented.
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MODULE 2 PERSONAL SKILL ASSESSMENT
Pre-requisites
Module description
The module will guide students towards gaining insight on the most used transversal skills and
personal skill self-assessment. The learning aim is to assess personal information, select and self-
reflect on it.
Module sections:
1. What are the most common required transversal skills?

2. What skills are necessary for a specific job?
3. What are the advantages and disadvantages of having your own business?
4. What are your job expectations?
5. What is your employee profile?
General competence: acquiring self-knowledge skills, knowing and exploiting personal potential.
1. To identify personal skills from a given set

2. To match skills with appropriate jobs
3. To compare and contrast the difference between employee and employer skills
4. To gain awareness of personal job expectations
5. To create his own employee job profile
6. To evaluate information
Learning Outcomes
Demonstrate self-assessment ability to acknowledge the skills possessed and to foresee possible use
of the personal skills for enhancing employability perspectives.
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Content:
1. Transversal skills
2. Personal skills
3. What skills match the job?
4. Job expectations
5. Your employee profile
Lecture presentations associated with practical exercises
Assessment:
Written tasks
Oral presentations
Resources:
Availability
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MODULE 3 PLAN YOUR CAREER PATH
Pre-requisites
Module description
The module will help students to take action by starting to build a career plan, selecting appropriate
methods and tools to achieve personal goals and keeping record of their progress.
Module sections:
1. What are your personal goals?

2. What are the most suitable tasks to reach your goals?
3. What qualifications do you need?
4. Fill in a career plan model and keep record of changes.
General competence: developing skills of selecting and valorization of information to personal use in
career planning.
1. To develop a strategy for personal development

2. To establish professional goals
3. To identify appropriate tasks to reach goals
4. To evaluate opportunities and realistic ability to take advantage of them
5. To create a career plan model
6. To synthetize relevant information to complete the career plan model
Learning Outcomes
Analyze, select and utilize the best strategies and tools to build a career plan to match the previous
skills and personal needs self-assessment.
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Content:
1. Personal goals
2. Personal development possibilities
3. Developing personal strategy to achieve the career goals
4. Career plan development
Assessment:
Written tasks
Oral presentations
Resources:
Availability
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MODULE 4 USEFUL TIPS FOR YOUR CAREER
Pre-requisites
tongue and implemented. It would be highly recommended that students should have studied Modules
1, 2 and 3 before.
Module description
The module will help students to identify and to select the most appropriate tools to help them
develop their career plan. Tips will be offered to facilitate the understanding.
Module sections:
1. What types of CV templates do you know?

2. What are the differences among application letter/cover letter/resume?
3. What should you do before/during the interview?
4. What does a good application letter mean?
General competence: demonstrating abilities to identify, evaluate and manage information regarding
employment adapting it to personal use
1. To research appropriate tools for their purpose

2. To compare and contrast different sources of information
3. To make informed decisions regarding the available resources
4. To identify alternative tools and tips
5. To use of the different tools available
6. To understand the connection between the requirements and the available resources
Learning Outcomes
Evaluate, select, and use a wide range of tools such as: CV and resume templates.
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Content:
1. CV templates
2. Cover letter
3. Interview tips
4. Application letter tips
Assessment:
Written tasks
Oral presentations
Resources:
Availability Available as an outside option to all students (undergraduate and graduate). Students can
take this course in any year of their studies upon request.
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MODULE 5 TEAM BUILDING
Pre-requisites
Module description
The module will help students understand the importance of working closely together and
collaborate at school and at their future workplace.
Module sections:
1. What is a team?
2. What is team building?
3. What team building basics should you know?
4. What are the reasons for team building?
5. Team building activities.
General competence: cooperating towards a common goal in groups
1. To establish a positive team culture, the beliefs, values and norms of behavior.
2. To understand the role of the leader.
3. To develop communication and trust among team members.
4. To encourage experience sharing and generating new ideas.
5. To enhance team members’ motivation.
6. To improve commitment and work efficiency.
Learning Outcomes
Raise awareness of meeting goals through group effort taking advantage of the various abilities and
knowledge.
Broaden understandings about the complexity of the cross-cultural differences.
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Content:
1. What is a team?
2. Team motivation
3. Team efficiency
4. Team building basics
Assessment:
Written tasks
Oral presentations
Resources:
+40251.525.867
MODULE 6 COMMUNICATION
Pre-requisites
Module description
The module will help students understand how important it is to communicate appropriately and
efficiently.
Module sections:
1. What is meant by effective communication?

2. What is meant by verbal and non-verbal communication?
3. What cultural differences may influence communication?
General competence: Improving skills for effective and accurate communication.
1. To evaluate the communication context

2. To create awareness of the existence of different types of communication
3. To understand what effective communication means
4. To compare and contrast cultural differences in communication
5. To identify the right means of communication according to the target audience
6. To select the desired action to convey meaning
Learning Outcomes
Communicate according to purpose, audience and context.
Broaden understandings about the complexity of the cross-cultural differences.
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Content:
1. Effective communication
2. Verbal, non-verbal communication
3. Cultural differences
Assessment:
Written tasks
Oral presentations
Resources:
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MODULE 7 PRESENTATIONS
Pre-requisites
Module description
The module is meant to promote effective presentations and public speaking abilities and their
importance to different domains.
Module sections:
1. What are the main types of presentations?

2. What purpose may a presentation have?
3. What is the layout of a presentation?
4. What advanced features may be introduced in presentations?
5. What skills are necessary for a presentation?
6. What presentation openers do you know?
7. Step- by- step presentation model.
General competence: using information and resources to produce and deliver presentations
1. To know the different formats and purpose of the presentations

2. To understand the structure of a concise presentation
3. To analyze the audience
4. To create good quality presentations
5. To deliver presentations clearly, appropriately and persuasively
6. To understand the importance of body language in oral presentations
Learning Outcomes
Manage strategies to promote themselves and their ideas.
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Content:
1. Types of presentations
2. Types of channels of presentations
3. Ten step-presentation model
4. Tips for good presentations
Assessment:
Written tasks
Oral presentations
Resources:
+40251.525.867
MODULE 8 PROBLEM SOLVING AND DECISION MAKING
Pre-requisites
Module description
The module is meant to develop students’ abilities to solve difficult problems and/or make complex
decisions.
Module sections:
1. What are the main parts/key components of the problem solving process?
2. What various alternatives can you identify to solve a problem?
3. What skills do you need to solve the problem?
4. What steps can you take to solve a problem?
5. What are the steps in decision making?
6. What positive and negative consequences a certain decision may have?
7. How to make the best decision?
General competence: using specific knowledge to solve problems and make decisions
1. to define the problem

2. to compare and contrast the problem with similar ones using past experience
3. to identify a range of options and alternative solutions when making decisions
4. to analyze the solutions, to discriminate among options and to select the best alternative
5. to identify the advantages and disadvantages of individual and group decisions
6. to make informed decisions and to take responsibility
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Learning Outcomes
Learn to deal with problems and to evaluate proposals to improve performance.
Content:
1. Problem assessment
2. Solution proposal
3. Solution analysis
4. Decision making
Assessment:
Written tasks
Oral presentations
Resources:
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ASSESSMENT
Assessment is an integral part of instruction guiding teachers. Based on developing competencies
the assessment is mainly formative seeking to enhance students' learning, commitment and involvement.
The main assessment methods and techniques which may be used for evaluating the overall performance
are: multiple choice, jigsaw, fill in the blanks, matching, short response, essay or oral presentation,
interview, discussion, debate, portfolio, self-reflection, etc.
Providing teachers with assessment standards and indicators the formative assessment helps them
evaluate students’ progress make decisions such as revising certain issues or bringing extra teaching
material.
However, the summative assessment is assured by direct observation and pre and post-testing and a self-
assessment component is also provided (career plan model).
Assessment-standards and indicators

There are 8 major assessment standards. The first 4 assess career understanding and knowledge, the
other 4 are oriented towards skills development and improvement.
The students must master each the standard, but not necessarily all its components.
The overall 50% performance of each standard at an acceptable level proves that the students meet the
requirements.
Assessment standards
Standard Indicators Scale 1-5
1 2 3 4 5
1.What employers want 1.1. Understand job advertisement
Students understand labor market structure
requirements 1.2. Identify employers requirements
1.3. Synthetize relevant information
to meet the employers’
requirements
1.4. Present the information logically
2. Assess yourself 2.1. Understand the importance of
Students realistically evaluate their transferable skills
own skills 2.2. Recognize the set of skills
possessed
2.3. Select from the skills possessed
the ones matching the desired
career
2.4. Create personal employee profile
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3. Career plan reasoning

Students reason, construct, and 3.1. Reason abstractly and
evaluate arguments and develop reflectively, constructing solid
logical frameworks arguments
3.2. Recognize and use connections
between skills and career
development
3.3. Develop and evaluate arguments
and proofs.
3.4. Select and use various types of
reasoning
4. Tips and tools 4.1. Research appropriate tools for
Students apply and use tools and tips their purpose
4.2. Compare and contrast different
sources of information
4.3. Identify alternative tools and tips
4.3. Use of the different tools
available
5. Team building knowledge and 5.1. Understand motivation for team

skills building
Students prove team building 5.2. Identify and use different roles in
understanding and commitment the team
5.3. Demonstrates team building
skills and commitment
6. Communication knowledge and 6.1. Select appropriate

skills communication style and format
Students communicate depending on purpose
orally and in writing to peers and 6.2. Use the labor market vocabulary
others appropriately
6.3. Analyze and evaluate strategies
of communication.
7. Presentation knowledge and 7.1. Analyze target audience and
skills presentation context
Students create and use varied 7.2. Select appropriate presentation
presentations formats for different purpose
7.3. Create and deliver presentations
in a concise and effective manner
8. Problem solving knowledge and 8.1 Adapt and use a variety of

skills strategies to solve problems
Students know, understand, and 8.2. Apply the information acquired
apply problem solving strategies into new contexts
8.3. Reflect on the process of problem
solving.
8.4. Apply problem solving skills in
new contexts
+40251.525.867
METHODOLOGICAL SUGGESTIONS
Stimulating students interest in their after school life and raising awareness of labor market issues are
essential conditions for attitudinal changes.
The methodological suggestions are oriented towards students’ skills development. The transversal skills
development implies the use of flexible interdisciplinary approaches and teaching strategies which focus on
building students confidence in exploring and developing their learning potential, promoting labor market
understanding of how knowledge can be applied in daily life and use of active teaching methods( simulation,
problem based learning, cooperation, role plays, games), critical thinking methods , experiential learning based
on concrete tasks assessment as well as self-assessment using teaching strategies which allow individual, peer and
group work.
Different teaching techniques and learning tasks are incorporated and their selection is in relation to the
topic of each unit. The mixture of methods has been selected according to the students’ age, interest and profile.
The choice of units and methods is meant to encourage learners to make thematic connections and at the same
time to relate content to real life issues, efficiently managing the resources and the intellectual processes.
Recycling previous knowledge from various fields and mostly combining the information in a steam considered
essential to gain access to the labor market (primarily technology, languages and soft-skills) facilitates permanent
learning. Intended as a skill-based syllabus, it can be perceived as “multi-syllabus” as it integrates different
elements of other syllabus types (entrepreneurship, language learning, cross-cultural aspects, personal
development, etc.)
The methodology used is based on skill and know-how acquisition and practice, and less on theoretical
aspects, activating passive teaching and learning resources by focusing on the pragmatic use of the knowledge,
abilities and attitudes the students possess in real labor market contexts. The combination of teaching methods
belonging to the personal development field with those oriented towards the pragmatic labor market domain will,
on one hand, reinforce personal strengths and motivation and, on the other hand, channel these valuable assets
towards early career guidance and worker profile building, enhancing autonomy and personal initiative.
The diversity of the exercises and activities used provides opportunities to find something suitable to each
student’s style and rhythm of learning. The range of activities may range from simple ones, successfully carried
out (such as filling in information) to more complex ones (motivating choice and formal letter writing, for
example). As a result the teacher may adapt and adjust several aspects of the teaching process according to the
classroom needs. Depending on the students’ different styles and rhythms of learning and different levels of
motivation,
+40251.525.867
the teacher will decide on the appropriate number of hours devoted to each topic. He may choose a more
personalized methodology according to the students’ profile and interests. The instructional materials may be
adapted, adjusted or extended in accordance with the various contexts of the teaching process.
Instructional material
The instructional material used is provided by the teaching toolkit developed by the partnership, yet
freedom of selecting and creating appropriate material is left for the teachers implementing it. The teaching
material should meet multiple criteria such as attractiveness of presentation, authenticity of content and cultural
sensitivity.
Self-discovery is an important principle when deciding the selection of instructional materials.
In addition, the selection of teaching material should encourage free practice in order to facilitate experiential
learning and learning-by-doing.
The selected materials come from a variety of sources: books, websites, newspapers, radios, real life sources, etc.
in order to expose learners to multiple pragmatic aspects.
The format of the materials should be is a combination of print and multimedia, integrating the technology in all
aspects of teaching and learning.
Examples of materials to be used: video/audio recordings, advertisements, podcasts, PPT presentations,
blogs, e-mails, virtual environments, job directories, posters, tables, advice columns, notes/messages, letters,
interview recordings, dialogues, websites, newspapers/magazines, application forms, CVs, surveys, compare and
contrast paragraphs, argumentative texts, etc.
Techniques/Strategies/ Teaching activities

The main techniques used along the course implementation is the scaffolded instruction. The scaffolding
techniques is used to support students in the attempt of building upon already acquired knowledge (hard skills)
by breaking the content into more manageable parts.
Students take active roles, being encouraged to use questioning, to provide feedback and support their
peers. Moreover they share the responsibility of learning beyond their current skill and knowledge levels, gaining
ownership of the learning process.
+40251.525.867
A blended methods approach is suitable to implement the optional course syllabus, since it offers the
opportunity to combine the strategies and the types of activities according to the level of the students and to use
adaptations immediately. A selection of relevant strategies, activities and exercises is available bellow.
-questioning
-assessing sources of information
- making inferences, predictions, or interpretations
- clarifying issues, conclusions
- exploring implications and consequences
-generating or assessing solutions
-creating and analyzing action plans
-analyzing implications and consequences
-think -pair-share
-compare and contrast
-negotiate
-the circle of viewpoints
-offering plausible interpretations
-transferring knowledge into new contexts
-exercises of identifying personal needs
-exercises of decoding information regarding employment
- interview and cover letter writing
-practicing problem solving and decision making exercises
-exercises of identifying and analyzing resources
- asking and answering questions
- matching
-dialogue in pairs
-true/false
-gap filling
-finding evidence
-filling in an application form
+40251.525.867
--
writing emails
-multiple choice
-writing a letter of application
-explaining the meaning of words/expressions
-debate
-problem solving and decision making questionnaires.
-simulations/games
-oral presentations
-portfolio
-career plan filling.
+40251.525.867
VALUES AND ATTITUDES

- selection and creativity in using resources regarding the labor market;
- motivation and responsibility in choosing career;
- initiative in charting their career path;
- responsibility in meeting deadlines;
- adaptability and flexibility;
- initiative regarding professional development;
- desire for personal and professional success;
- work satisfaction and a sense of achievement;
- ethical behavior;
- sensible decision making, pragmatic choices regarding career development;
- intercultural tolerance;
- positive thinking and interest in lifelong learning;
- positive self-image;
- strong relationships building by networking;
- alternative solutions finding;
- commitment and engagement;
- challenge or risk taking;
- criticism acceptance;
- interpersonal contact and collaboration;
- self-motivation and independence in carrying out work.
+40251.525.867
BIBLIOGRAPHY
 Boud, D. (1995). Enhancing learning through self- assessment. Routledge

 Earl, L. M. (2003). Assessment as learning: using classroom assessment to maximize student learning.
Corwin Press
 Errington, E.P.(2010) Preparing Graduates for the Professions Using Scenario-based Learning, Post pressed
 Fredericks, A., Meinbach, A., & Rothlein, L. (1993). Thematic units: An integrated approach to teaching
science and social studies. New York: HarperCollins.
 Gravells, A.( 2010) Delivering Employability Skills in the Lifelong Learning Sector, Learning Matters
 Sonmez, J.(2014), Soft Skills: The software developer's life manual, Manning Publications
 Schulz, B.(2008) The Importance of Soft Skills: Education beyond academic knowledge. Journal of
Language and Communication.pp. 146-154
 Wentz, F.H.(2012), Soft Skills Training: A Workbook to Develop Skills for Employment, Create Space
Independent Publishing Platform; Lrg. Edition
 Willis, S. (1995). Refocusing the curriculum: Making interdisciplinary efforts work. ASCD Education
Update, 37 (1), 1-8.
http://www.softskills.com.au/about.html
http://www.aeseducation.com/knowledge-center/soft-skills-curriculum/

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Liceul „Charles Laugier” KA 2 - Strategic Partnership for Innovation and the

Str. Brestei, nr 129, Craiova, Dolj Exchange of Good Practices

HARD-SOFT SKILLING-CHARTING YOUR

Authors: Olivia Nicolae and Lucian Aurel Gheorghe

Liceul “Charles Laugier”,

Identifying the learning outcomes/objectives

Outcome 5: Communicate according to purpose, audience and context in job interviews.

Outcome 6: Broaden understandings about the complexity of the cross-cultural differences.

SELECTION OF CONTENT AND SKILLS/TOPICS

Specific Competencies Topic

Personal skill assessment Module 2

Career plan model Module 3

Useful tips for your career Module 4:

Team building Module 5

Problem Solving and Decision Making Module 8

Module 1 What 1. Overview and 3 This module intends to familiarize

Module 2 Assess 1. Transversal 5 The module will guide students

Module 5 Team building 1. What is a 5 Team Building Skills -module to

Module 1. Effective 3 Communication Skills (verbal, non-

Module 7 1. Types of 5 Presentation Skills - module to

and deliver 3. Ten step- selling, training and generally

Introduction: Different formats and

Module 8 1. Problem 5 8. Problem Solving and Decision

MODULE 1 WHAT EMPLOYERS WANT?

1. What parts can you identify in a job description?( identifying information)

1. To decompose a job advertisement into its main parts

1. Overview and Introduction to job advertisements

The course has the following assessment components:

MODULE 2 PERSONAL SKILL ASSESSMENT

1. What are the most common required transversal skills?

1. To identify personal skills from a given set

Lecture presentations associated with practical exercises

The course has the following assessment components:

MODULE 3 PLAN YOUR CAREER PATH

1. What are your personal goals?

1. To develop a strategy for personal development

Lecture presentations associated with practical exercises

The course has the following assessment components:

MODULE 4 USEFUL TIPS FOR YOUR CAREER

1. What types of CV templates do you know?

1. To research appropriate tools for their purpose

Lecture presentations associated with practical exercises

The course has the following assessment components:

MODULE 5 TEAM BUILDING

General competence: cooperating towards a common goal in groups

Broaden understandings about the complexity of the cross-cultural differences.

Lecture presentations associated with practical exercises

The course has the following assessment components:

1. What is meant by effective communication?

General competence: Improving skills for effective and accurate communication.

1. To evaluate the communication context

Communicate according to purpose, audience and context.

Broaden understandings about the complexity of the cross-cultural differences.

Lecture presentations associated with practical exercises

The course has the following assessment components:

1. What are the main types of presentations?

1. To know the different formats and purpose of the presentations

Manage strategies to promote themselves and their ideas.

Lecture presentations associated with practical exercises

The course has the following assessment components:

MODULE 8 PROBLEM SOLVING AND DECISION MAKING

1. to define the problem

Learn to deal with problems and to evaluate proposals to improve performance.