Presentation on theme: "Bjørgvin Upper Secondary School TransVET Partnership Meeting."— Presentation transcript:
Bjørgvin Upper Secondary School TransVET Partnership Meeting
Our school Bjørgvin vgs pupils (incl. Kyrre) - 85 teachers - 15 in administration pupils at Sales and Service - downtown Bergen
Assistant principal Berit Ø. Brekke Principal Kristen Stormark Head of department Sales and Service and general studies Astrid Hjellbakk Head of department Health service Eli S. Egeland Head of department Kyrre Kari Spilsberg International coordinator and economic manager Maria Olsen Student inspector Gerd Kjersti Ytre-Arne
Nedenfor viser vi hele utdanningsløpet og alle valgene du har:
Project participants from Bjørgvin vgs Aud Bent Sigurd Monica Brith Hilde Hans Øyvind Frode
Sales, service, security - Vg2 Main subject areas 17 lessons/week Curriculum o Marketing and sales o Security o Finance and administration Multidisciplinary exam
Work placement (9 lessons/week): 4 lessons: Local curriculum – Work placement - Vg3 5 lessons: Entrepreneurship 1 Random draw examination Common core subjects (9 lessons/week): Norwegian – 2 lessons/week English - lessons/week Social Sciences – 3 lessons/week Physical education – 2 lessons/week Random draw examination Sales, service, security - Vg2
Vg2 IT-service Program subjects (17 lessons/week): o Management and maintainance o User support o Business support o Multidisciplinary exam Work placement 9 l/w: o Local curriculum Common core subjects (9 lessons/week): Norwegian – 2 lessons/week English - lessons/week Social Sciences – 3 lessons/week Physical education – 2 lessons/week Random draw examination
Supplementary program in general studies 10 lessons Norwegian 5 lessons mathematics 5 lessons history 3 lessons natural science 2 lessons physical science (unless certificate) 5 lessons program subjects (unless certificate)
The subject Work placement Background Different use in different subjects Common elements for our subjects: o The process before Work placement o Assessment
Provide work placement - the students search for work placements themselves. - the process is important. - the teacher provide support - some students have special needs.
Three different models VG1SS Work placement one day/week At startup 4 consecutive days 8 possible vocational subjects VG2 SSS Work placement 2 weeks fall/spring 3 possible vocational subjects VG2 ICT Work placement 3 weeks fall/spring 1 vocational subject
Provide work placement 2 Walk from business to business with CV The pupils own network Vocational training businesses Previous work placements Partnership with buisnesses o Resource intensive Register of businesses
Activity during work placement Differs a lot - the subject - the buisness - the student - age
Vg1Vg2Vg3 Sales and service Sales, service and secuity Sales Administration Reception Tourism Transportation ann logistics Safety and security IT-services
Work placement assessment Log Feedback from work placement Oral presentation Written report Selected parts of the curriculum Result: - Grade in subject - Attatchment to Certificate of competence
Work placement on three levels In our school, we use work-placement on three levels: 1) First year students of "Sales and Service"(commercial subjects) 2) Second year students of "Sales and Service" (commercial subjects) 3) Second year students of Information Technology
First year students at "Sales and Service " (commercial subjects) These students have subjects such as marketing, communication, administration, economy and security. They can choose their work placement in 6 different fields: 1) Sales, 2) Office Administration), 3) Reception, 4) Tourism, 5) Transportation and logistics and 6) Safety & security 7)ICT-services Most of these students choose SALES.(Give examples of work places within sales)
First year students at "Sales and Service " (commercial subjects) Six weeks prior to work placement the students have one day a week where they learn to write application, CV and to present themselves when applying for a placement. Each student have to find their own work placement. Students are encouraged to deliver their application and CV personally to places where they want to work. They are also learning to take a "no" not personally, but to keep on trying to find another work placement. (Reason why they have to find their own work placement is that they are more motivated for the job - also to learn to do it on their own - valuable lessons for the future)
First year students at "Sales and Service " (commercial subjects) All students must find 5 learning goals from the third year curriculum (examples of goals?) Most students find a job before work placement starts. All students find a job within a week after work placement starts. Students start with working one week continuously to get acquainted with the job. (All other subjects are cancelled this week). Then, 22 Wednesdays during the school year the students will go to work instead of school. The teacher(s) visit the students and also follow them closely through contact in class and by reading their weekly reports.
First year students at "Sales and Service " (commercial subjects) Students work every Wednesday until a few weeks before Christmas where they come to school to prepare oral presentations. Students present oral presentations in beginning January. Preferably in front of the whole class so that everyone can learn from each other and see how same examples from the curriculum can be seen in different ways. In January, the students resume their work placement with 5 new goals from curriculum. Students return to school in May to write a written report
Evaluation: First year students at "Sales and Service " (commercial subjects) Students are evaluated by: Feed back from employer (counts as 50% of the grade) (Show examples of evaluation sheet) Regular contact with employer during school year. Weekly short reports of the work day. Oral presentation Written report by the end of the school year Most students do VERY well in this subject (explain why)
Grade 1-2 Needs improvement: Student takes little or none initiative with colleagues and / or customers Grade 3-4 Meets standards: Student is positive and accommodating when encountering colleagues and customers. Grade 5-6 Above average: Student initiates social interactions with colleagues and / or is proactive and initiates sales initiatives towards customers. Grade 1-2 Needs improvement: Irregular attendance, not scheduled breaks and / or short-term absence. Grade 3-4 Meets standards Attendance is excactly in accordance with agreed working hours and breaks. Grade 5-6 Exceeds standards: Student adjusts working hours and breaks if necessary, in order to be responsible and achieve maximum learning outcomes Grade 1-2 Needs improvement: Passive. Student does not always complete assigned tasks. Does not make any effort to perform tasks. Grade 3-4 Meets standards Completes assigned tasks( but does not offer anything more than what has been assigned.) Grade 5-6 Exceeds standards: Contributes and accepts responsibility without prompting.