1. Vocational Preparation
Overview of the Jobsearch and work experience modules

2. Aims
To enable students to identify and practise various jobsearch skills.
To give students an overview of work related pay and conditions
To inform students of different types of employment available including self-employment

3. Units Unit 1: Sourcing Information
Unit 2: Investigation of a sample of jobs
Unit 3: Jobsearch practice
Unit 4: Interview skills
Unit 5: Pay and conditions
Unit 6: Self-employment

4. Types of activities in this module
SOME QUESTIONS TO ASK ABOUT JOB ADVERTISEMENTS:
Is there an age requirement for this job?
What qualifications / training is required?
What skills are needed?
What experience is required? Is useful? What type of personality would you need to do that job? Do you know EXACTLY what sort of work you will be applying for? What other information is given? What can this tell you about the job or the
workplace? How do you go about applying for each job? Which advertisement appeals to you most? Why does it? Why don't the others? Would you apply for any of these jobs? Why? Why not?
Types of activities in this module
A lot of work on job advertisements. Where can you find out about vacancies? Terminology used in advertisements.
Visit to a local FÁS office or visit from a FÁS representative. How can FÁS help in the jobsearch process. Students would prepare a questionnaire.
The advantages and disadvantages of different jobs
Students would explore their own skills and qualities using simple questionnaires

5. Activities
Students would build an understanding of the different characteristics, skills and qualifications needed for different jobs of interest to them.
Students explore the possible effects of working in an unsatisfying job by carrying out an interview e.g. a member of their family
Selection processes used by employers e.g. brainstorm these
Letters of application, CV, application forms….lots of practice

6. Activities Mock interviews. How can this be arranged?
Some information on unemployment and benefits.
Employment regulations e.g. minimum age
Awareness of deductions from salaries (maths applications) business textbooks
Self-employment: What skills and qualities are needed (brainstorm). Arrange a visitor to classroom
Investigate agencies who assist business start-ups.

7. Useful websites www.comhairle.ie http://www.fas.ie/en/Job+Seeker/

8. Key Assignments
1.I prepared a display (e.g. poster/collage etc) as part of a group which showed our individual skills and how these related to particular job vacancies
2.I prepared a personal jobsearch folder that included items such as my CV, Letters to and from potential employers, photographs, job advertisements

9. Key Assignments
3. I participated in a mock interview and reported on my performance
4. I reported on an interview with either a self-employed person or a person who had experience of being in a job that he or she was dissatisfied with

10. WORK EXPERIENCE
“Work experience is used to describe schemes in which only part of the full ‘experience’ of work is available. It is applied to schemes in which people experience work tasks in work environments but without taking on the full identity of a worker.
The key distinction is that the role of students on a work experience scheme is not that of employee but of learner” – Watts.
“The quality of student learning from work experience is in direct proportion to the quality of preparation and debriefing”. Watts.

11. PARTNERSHIP IN A WORK EXPERIENCE PROGRAMME
Teacher
School
Student
Employer
Parent

12. Key Features of a Successful Work Experience Programme
Articulate the PURPOSE of work experience.
INTEGRATE Work Experience into a whole school plan.
Clearly ALLOCATE RESPONSIBILITY for organising work experience to an individual member(s) of staff.
Ensure that staff, students, parents and employers are accurately INFORMED about work experience.
Keep DOCUMENTATION for work experience clear, coherent and consistent.

13. Key Features of a Successful Work Experience Programme (Cont)
PREPARE students prior to placement.
Effectively MONITOR students when they are on work placement.
DE-BRIEF students after the placement.
ASSESSMENT of the work experience should involve students, employers and teachers.
Build EVALUATION into the work experience programme.

14. TEACHING STRATEGIES Phase I – Preparation
Teaching and learning activities prior to students’ allocation of workplaces. Aim to prepare all students in general way for the experience.
Phase II – Briefing
Occurs after allocation of workplaces.
Focuses on operational issues.
Phase III – The Placement
When students are on employer’s premises.
Teachers may endeavour to guide student learning in the workplace (structured tasks, workbooks, diaries, visits etc.)

15. TEACHING STRATEGIES (Cont)
Phase IV – Debriefing
Occurs immediately afterwards.
Reflection and analysis of learning.
Phase V – Follow Up
Subsequent learning experiences which draw upon and/or extend learning from work experience.

16. Timing of Work Experience
Planning work experience over 2 years
2. Coordination of Leaving Certificate Applied work experience and other work experience within the school
Work experience in local schools
4. Time set aside for briefing and debriefing

17. Integration of Work Experience in Leaving Certificate Applied
List of students and their respective placements to management and teaching team
General information on type of business/job (where applicable)
Identification and negotiating of particular tasks to be carried out in the workplace
Negotiating of skills to be developed
Identification of applications of specific courses in real workplace setting
Visits to workplaces by individual teachers
Using students as resource people

18. Involvement of Parents
Understand purpose and relevance of work experience
Understand what work experience means:
Non-payment
Working outside school
Working hours
Attendance, punctuality, dress requirements
In-built costs – travel, lunch etc.
Health and safety aspects
No direct supervision by the school while students are on employers’ premises

19. Involvement of Parents (Cont)
Insurance arrangements (Personal & school)
Parental consent
Agreed procedures where problems arise
Contact telephone numbers
Listening to young people and their insights and observations while they are on work experience
Parental evaluation of work experience

20. Student Expectations
Opportunity to experience work in a real workplace outside school
Interesting and varied activities
Possibility of making contacts for part-time work or future career
Possibility of being “paid”
Serves purpose in deciding on an appropriate career choice
Development of specific skills

21. Students Finding their own Work Experience
Requirements
Letter of introduction from school
Definition of purpose and duration of placement
Details on insurance
Preparation for asking (role play the situation)
Follow up by school prior to placement
Name of contact person in school
Pre-placement visit by school
Placement with relatives?

22. WORK EXPERIENCE IN LEAVING CERTIFICATE APPLIED
Central to the whole programme
Key underlying principle preparation of young people for adult and working life
Vocational Preparation accounts for a large percentage of LCA curriculum
Possibility of doing four modules of work experience
Involves a range of learning experiences related to world of work and specific careers

23. Progression from one work experience to the next
Integration of learning from work experience across other courses and as a resource to other courses
Progression from one work experience to the next
Negotiation of specific on-the-job tasks with the employer
Relevance of school programme to real life experience
Part of overall assessment
8 credits available for 4 modules
Possibilities of using work experience for student task
Part of Final Examinations in English and Communication both written and oral

24. Work Experience 1 Pre-Placement Planning Unit
Experience of work
Self assessment
Goals for this placement
Personal Qualities to be displayed
Employers’ Report
Difficult Situations
Basic Skills required
Details of Placement (hours, dress code etc.)
Information Gathering required
Hopes/Fears/Expectations

25. Placement Unit Service/Product
No. of employees, sections/departments & various jobs here
Working hours/shifts
Attendance/time-keeping monitoring system
Tools/Equipment/Materials used
Tasks given
Identify qualifications, training, skills etc. for one job
Health & Safety
Workplace facilities
Job opportunities & selection procedures here
Daily reflection

26. Operational Unit/Employer’s Report
Attendance/Timetabling
Dress
Following Instructions
Learning new skills
Completing tasks
Initiative
Adaptability/Attitude to job
Communication
Health & Safety Observance
Suitability

27. Review of Experience Learning on working life
Skills/Qualities developed
Own performance
Reality v Expectations
Sharing experiences
Re-evaluation of vocational interests and career plans
Skills/Qualities to be developed
Completion of assignments
Thank you letter/card

28. Key Assignments Work Experience 1
I listed what I personally wanted to learn from my work experience placement. 
I made specific arrangements for my first day on work experience. 
I completed a report on my work placement and recorded my reflections on a daily basis. 
As part of a group I explained what I learned from my work placement and I developed ideas and strategies for future placements. 

29. Leaving Certificate Applied Reflective Journal
Before Work Experience placement
Myself and this Work Experience placement
During Work Experience placement
After Work Experience placement
Employer’s report
Advice for other students
Was Work Experience placement what I expected?
Looking to the future
Inserts
Monitoring Record of Work Experience
Employer’s Record of Attendance and Evaluation

30. WORK EXPERIENCE 2, 3, 4 UNIT 1 - PRE-PLACEMENT
Previous experience of work.
Current personal, social and vocational skills.
Collage of experience.
Skills/qualities to offer.
Target for next placement.
C.V./Interview
Finding and making arrangements for placement.
Goals and action plan for this placement.
Practise job skills.
Details of placement.
Reflection prior to placement (expectations, hopes, anxieties)
Employer's expectations
Implications of placement regarding information to be gathered.

31. UNIT 2 - PLACEMENT UNIT Service Company information
Organisational chart
Working arrangements available
Working hours
Marketing
Investigation of one specific job
Health and safety
Rights and responsibilities of workers
Practise and apply skills
Application of school learning.
Interview worker
Job opportunities and selection procedures
Career plan for LCA graduate
Reflection diary

32. UNIT 3 - OPERATIONAL UNIT Employer's Report
Attendance and punctuality.
Appropriate dress.
Following instructions.
Completion of tasks.
Competence in relation to tasks.
Responsibility.
Dealing with criticism.
Interest.
Adapting to workplace.
Communication.
Observance of health and safety.

33. UNIT 4 - REVIEW OF EXPERIENCE
What learned.
Skills/qualities now.
New knowledge, understanding.
Compare and contrast with previous placement.
Learning about working life.
Evaluate performance.
Sharing experience.
Unexpected outcomes.
Current career plans.
Future skill development.
Employer's expectations.
Completion of relevant assignments.

34. Key Assignments Work Experience 2, 3, 4
I reviewed my previous experiences of work and prepared an action plan identifying the personal, social and vocational skills and knowledge I want to develop through this specific work placement. 
I completed a report on this particular work placement. In this report I included new knowledge and understanding gained. I also recorded, on a daily basis, reflections of my experiences while on work placement 
I discussed my workplace performance with my teacher and prepared a personal career path chart. 
As part of a group I prepared a visual presentation of what I have learned about the world of work. 

35. Out-of-School
BUILDING YOUR TALENT BANK
Local Business/Organisation Directory
Yellow Pages
Directory of Services
Citizens’ Information Service
Whole School Staff
Friends, neighbours, relations etc.
N.B. Start small and build your talent bank
Evaluate
Show recognition for contribution

36. LINKS WITH THE COMMUNITY
List of agencies in the local community.
Names, phone numbers, contact details.
Hours of operation.
Possibility of visitors to school.
Out-of-school visit by students.

37. PURPOSE OF LINK
Extent of involvement
Activities involved
Amount of information required
How contact will be made
Timing/Duration
Specific Arrangements
Follow up